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Perceived teacher support on student engagement through self-efficacy as a mediator in elementary school students' mathematics lesson

Year 2023, Volume: 4 Issue: 2, 85 - 96, 30.12.2023

Abstract

This study aims to determine the effect of Teacher Support on student engagement through self-efficacy as a mediator in the mathematics learning process of elementary school students in Surabaya, Indonesia. The sample used 181 students in grades four to five who took mathematics classes at Elementary School. The data collection used included scales of Teacher Support, self-efficacy, and student engagement using a Likert Scale. The student engagement scale consists of 16 valid items with a reliability coefficient of .856. The Teacher Support scale consists of 10 valid items with a reliability coefficient of .743. The self-efficacy scale consists of 17 valid items with a reliability coefficient of .885. The data analysis technique used path analysis. and Sobel tes. The results of the Sobel analysis show a t-count value of 3.192 > 1.97, which explains that the t-count is greater than the t-table. This shows that self-efficacy plays a significant role as a mediator in the influence of teacher support on student engagement in mathematics learning.

Project Number

1

References

  • Afzal, F., & Crawford, L. (2022). Student’s perception of engagement in online project management education and its impact on performance: The mediating role of self-motivation. Project Leadership and Society, 3, 100057. https://doi.org/10.1016/j.plas.2022.100057
  • Ashwin, P., & McVitty, D. (2015). The meanings of student engagement: Implications for policies and practices. The European Higher Education Area, 343–359. https://doi.org/10.1007/978- 3- 319- 20877-0_23
  • Bandura, A. (1997). Self-efficacy: The exercise of control. Freeman.
  • Bergdahl, N., Nouri, J., Fors, U., & Knutsson, O. (2019). Engagement and performance when learning with technologies in upper secondary school. Computers & Education, 25, 1-30 https//doi.org./10.1016/j.compedu.2019.103
  • Buil, I., Catalan, S. & Martinez, E. (2019). Engagement in business simulation games: A self-system model of motivational development approach. British Journal of Educational Technology, 51(1) 297-311. https://doi.org/10.1111/bjet.12762
  • Brewster, A., & Bowen, G. (2004). Teacher support and the school engagement of latinomiddle and high school students at risk of school failure. Journal of Child and Adolescent Social Work, 21(1), 47-65. • https://doi.org/10.1023/B:CASW.0000012348.83939.6b
  • Chen, J. J. L. (2005). Relation of academic support from parents, teachers, and peers to Hong Kong adolescents’ academic achievement: The mediating role of academic engagement. Genetic, Social, and General Psychology Monographs, 131(2), 77–127. https://doi.org/10.3200/MONO.131.2.77-127
  • Chong, W. H., Liem, G. A. D., Huan, V. S., Kit, P. L., & Ang, R. P. (2018). Student perceptions of self-efficacy and teacher support for learning in fostering youth competencies: Roles of affective and cognitive engagement. Journal of Adolescence, 68, 1–11. https://doi.org/10.1016/j.adolescence.2018.07.002
  • Connell, J. P., Wellborn, J. G., (1991). Competence, autonomy and relatedness: A motivational analysis of selfsystem processes. In M. Gunnar and L.A. Sroufe (Eds.), Minnesota Symposium on Child Psychology, Self processes in development (pp. 43–77). Vol. 23. University of Chicago Press
  • Creswell, J. (2003). Research design: Qualitative, quantitative and mixed methods approaches (2nd ed.). Thousand Oaks. SAGE Publications
  • Fredricks, J. A., & McColskey, W. (2012). The Measurement of Student Engagement: A Comparative Analysis of Various Methods and Student Self-report Instruments. Handbook of Research on Student Engagement, 763–782. https//doi.org./10.1007/978-1-4614-2018-7_37
  • Fredricks, J A. (2015). Academic engagement. In J. Wright (Ed.), The international encyclopedia of social and behavioral sciences, 2nd edition, 2, 31–36. Elsevier.
  • Fredricks, J. A. (2011). Engagement in school and out of school contexts: A multidimensional view of engagement. Theory into Practice, 50(4), 327–335. https://doi.org/10.1080/00405841.2011.607401
  • Giwati, M. (2018, March 21). Kemampuan matematika siswa Indonesia memprihatinkan ( The mathematical abilities of Indonesian students are worrying) Kompas. https://edukasi.kompas.com/read/2018/03/21/09211381/kemampuan-matematika-siswa-indonesia-memprihatikan-solusinya
  • Harter, S. (1992). The relationship between perceived competence, affect, and motivational orientation within classroom: Processes and patterns of change. In A. K. Boggiano & T. S. Pittman (Eds.), Achievement and motivation: A social-developmental perspective ( pp.777114). Cambridge University Press
  • Helgeson, V. S., and Lopez, L. (2010). “Social support and growth following adversity” in Handbook of Adult Resilience. eds. J. W. Reich, A. J. Zautra, and J. S. Hall. The Guilford Press., 309–330.
  • Hazhira Qudsyi, Isna Husnita, Rahmat Mulya, Andra Ardila Jani, Anisa Dwi Arifani, Student engagement among high school students: roles of parental involvement, peer attachment, teacher support, and academic self-efficacy. advances in social science, education and humanities research, 3rd International Conference on Learning Innovation and Quality Education (ICLIQE 2019). volume 397. https:// doi.org./10.2991/assehr.k.200129.032
  • Linnenbrink, E.A. & Paul R. Pintrich , P. R. (2003).The role of self-efficacy beliefs instudent engagement and learning in theclassroom. Reading & Writing Quarterly,19(2), 119-137 http://dx.doi.org/10.1080/10573560308223
  • Liu, X. X., Gong, S. Y., Zhang, H. P., Yu, Q. L., and Zhou, Z. J. (2021). Perceived teacher support and creative self-efficacy: the mediating roles of autonomous motivation and achievement emotions in Chinese junior high school students. Thinking. Skills and Creativity. 39. 100752. https//doi.org./10.1016/j.tsc.2020.100752
  • Mahon, B. J. M., & Zyngier, D. (2009). Student engagement: contested concepts in two continents. Research in Comparative and International Education 4(2) ,163-180. https://www.researchgate.net/publication/234708724
  • Marks, H.M. (2000). Student engagement in instructional activity: patternsi n the elementary, middle, and high school years. American Educational Research Journal , 37(1),153-184. https://doi.org.//10.3102/00028312037001153
  • Martin, F. & Bolliger, D.U. (2018). Engagement matters: Student perceptions on the importance of engagement strategies in the online learning environment. Online Learning 22(1), 205-222. https://doi.org./10.24059/olj.v22i1.10.
  • McHugh R. M., Horner C. G., Colditz J. B., Wallace T. L. (2013). Bridges and barriers: Adolescent perceptions of student–teacher relationships. Urban Education, 48(1), 9–43.
  • Mello, S., Dieterle, E., & Duckworth, A. (2017). D’Mello et al., (2016). Advanced, analytic, automated (aaa). measurement of engagement during learning. Educitonal Psychology, 5(2). https://doi.org/10.1080/00461520.2017.1281747
  • Nahdi, D. S. (2017). Implementasi model pembelajaran collaborative problem solving untuk meningkatkan kemampuan representasi matematis siswa sekolah dasar (Implementation of a collaborative problem solving learning model to improve elementary school students' mathematical representation abilities). Jurnal Cakrawala Pendas, 3(1), 20-29. https://core.ac.uk/download/pdf/228882759.pdf
  • Nizam (2016). Ringkasan hasil-hasil asesmmen belajar dari hasil UN, PISA, TIMMS (Summary of Learning Assessment Results from National Examination, PISA, TIMSS ). Puspendik.
  • Olani, A., Harskamp, E., Hoekstra, R., and van der Werf, G. (2010). The roles of self-efficacy and perceived teacher support in the acquisition of statistical reasoning abilities: a path analysis. Educational. Research and Evaluation. 16, 517–528. https:// doi.org./10.1080/13803611.2011.554742
  • Parameswara, A. A., Utami, S.W., & Eva, N. (2022). The effectiveness of cognitive restructuring techniques to reduce mathematics anxiety in high school students. Journal for the Mathematics Education and Teaching Practices, 3(1), 31-43. https://dergipark.org.tr/en/download/article-file/2490053
  • Pintrich, P. R., & Schunk, D. H. (1996). Motivation in education: Theory, research and applications. Cliffs, Prentice Hall Merrill.
  • Pintrich, P. R., Roeser, R., & De Groot, E. (1994). Classroom and individual differences in early adolescents’ motivation and self-regulated learning. Journal of Early Adolescence, 14, 1397161.
  • Poondej, C., & Lerdpornkulrat, T. (2016). The development of gamified learning activities to increase student engagement in learning. Australian Educational Computing, 31(2). :https://www.researchgate.net/publication/313574545
  • Reeve, J., & Tseng, C. M. (2011). Agency as a fourth aspect of students’ engagement during learning activities. Contemporary Educational Psychology, 36(4), 257–267. https://doi.org/10.1016/j.cedpsych.2011.05.002.
  • Ren X, Jing B, Li H and Wu C (2022) The impact of perceived teacher support on Chinese junior high school students’ academic self-efficacy: The mediating roles of achievement goals and academic emotions. Front. Psychology, 13. 1-14. 1028722. https://doi.org./ 10.3389/fpsyg.2022.1028722
  • Rice, L., Barth, J. M., Guadagno, R. E., Smith, G. P. A., and McCallum, D. M. (2013). The role of social support in students’ perceived abilities and attitudes toward math and science. Journal Youth Adolesce, 42, 1028–1040. hhtps://doi.otg./10.1007/s10964-012-9801-8
  • Reyes, M. R., Brackett, M. A., Rivers, S. E., White, M., & Salovey, P. (2012). Classroom emotional climate, student engagement, and academic achievement. Journal of Educational Psychology, 104(3), 700–712. https://doi.org/10.1037/a0027268
  • Ryan, R. M., & Deci, E. (2000). Self-Determination Theory and the Facilitation of Intrinsic Motivation, Social Development, and Well-Being. American Psychologist, 55(1), 68–78. https://doi.org./ 10.11648/j.sjedu.s.2015030401.13.
  • Ryan, A.M., & Patrick H . (20110. The classroom social environment and changes in adolescents’ motivation and engagement during middle school. American Educational Research Journal, 38(2), 437-460.https:// doi.org./ 10.3102/00028312038002437
  • Schunk, D. H. (1991). Self-efficacy and academic motivation. Educational Psychologist, 26, 207-231.
  • Taylor, L. & Parsons, J. (2011). Improving student engagement. Current Issues in Education, 14(1),1-33. https://cie.asu.edu/ojs/index.php/cieatasu/article/view/745
  • Wang, J., Zhang, X., & Zhang L. J. (2022) . Effects of teacher engagement on students’ achievement in an online english asa foreign language classroom: the mediating role of autonomous motivation and positive emotions. Frontiers in Psychologyl. 13, 1-12. 950652. https://doi.org./10.3389/fpsyg.2022.950652
  • Wright, J., & Mischel, W. (1992). Influence of affect on cognitive social learning person variables. Journal of Personality and Social Psychology, 43, 9017914.
  • Xu X, Wu Z and Wei D (2023) The relationship between perceived teacher support and student engagement among higher vocational students: A moderated mediation model. Frontiers. in Psychologyl. 14, 1-11. https://doi.org./ 10.3389/fpsyg.2023.1116932
  • Zambak, V. S., & Magiera, M. T. (2018). Pre-service K-8 teachers’ professional noticing and strategy evaluation skills: An exploratory study. Eurasia Journal of Mathematics, Science and Technology Education, 14(11),1-19. https://doi.org/10.29333/ejmste/92021.
Year 2023, Volume: 4 Issue: 2, 85 - 96, 30.12.2023

Abstract

Project Number

1

References

  • Afzal, F., & Crawford, L. (2022). Student’s perception of engagement in online project management education and its impact on performance: The mediating role of self-motivation. Project Leadership and Society, 3, 100057. https://doi.org/10.1016/j.plas.2022.100057
  • Ashwin, P., & McVitty, D. (2015). The meanings of student engagement: Implications for policies and practices. The European Higher Education Area, 343–359. https://doi.org/10.1007/978- 3- 319- 20877-0_23
  • Bandura, A. (1997). Self-efficacy: The exercise of control. Freeman.
  • Bergdahl, N., Nouri, J., Fors, U., & Knutsson, O. (2019). Engagement and performance when learning with technologies in upper secondary school. Computers & Education, 25, 1-30 https//doi.org./10.1016/j.compedu.2019.103
  • Buil, I., Catalan, S. & Martinez, E. (2019). Engagement in business simulation games: A self-system model of motivational development approach. British Journal of Educational Technology, 51(1) 297-311. https://doi.org/10.1111/bjet.12762
  • Brewster, A., & Bowen, G. (2004). Teacher support and the school engagement of latinomiddle and high school students at risk of school failure. Journal of Child and Adolescent Social Work, 21(1), 47-65. • https://doi.org/10.1023/B:CASW.0000012348.83939.6b
  • Chen, J. J. L. (2005). Relation of academic support from parents, teachers, and peers to Hong Kong adolescents’ academic achievement: The mediating role of academic engagement. Genetic, Social, and General Psychology Monographs, 131(2), 77–127. https://doi.org/10.3200/MONO.131.2.77-127
  • Chong, W. H., Liem, G. A. D., Huan, V. S., Kit, P. L., & Ang, R. P. (2018). Student perceptions of self-efficacy and teacher support for learning in fostering youth competencies: Roles of affective and cognitive engagement. Journal of Adolescence, 68, 1–11. https://doi.org/10.1016/j.adolescence.2018.07.002
  • Connell, J. P., Wellborn, J. G., (1991). Competence, autonomy and relatedness: A motivational analysis of selfsystem processes. In M. Gunnar and L.A. Sroufe (Eds.), Minnesota Symposium on Child Psychology, Self processes in development (pp. 43–77). Vol. 23. University of Chicago Press
  • Creswell, J. (2003). Research design: Qualitative, quantitative and mixed methods approaches (2nd ed.). Thousand Oaks. SAGE Publications
  • Fredricks, J. A., & McColskey, W. (2012). The Measurement of Student Engagement: A Comparative Analysis of Various Methods and Student Self-report Instruments. Handbook of Research on Student Engagement, 763–782. https//doi.org./10.1007/978-1-4614-2018-7_37
  • Fredricks, J A. (2015). Academic engagement. In J. Wright (Ed.), The international encyclopedia of social and behavioral sciences, 2nd edition, 2, 31–36. Elsevier.
  • Fredricks, J. A. (2011). Engagement in school and out of school contexts: A multidimensional view of engagement. Theory into Practice, 50(4), 327–335. https://doi.org/10.1080/00405841.2011.607401
  • Giwati, M. (2018, March 21). Kemampuan matematika siswa Indonesia memprihatinkan ( The mathematical abilities of Indonesian students are worrying) Kompas. https://edukasi.kompas.com/read/2018/03/21/09211381/kemampuan-matematika-siswa-indonesia-memprihatikan-solusinya
  • Harter, S. (1992). The relationship between perceived competence, affect, and motivational orientation within classroom: Processes and patterns of change. In A. K. Boggiano & T. S. Pittman (Eds.), Achievement and motivation: A social-developmental perspective ( pp.777114). Cambridge University Press
  • Helgeson, V. S., and Lopez, L. (2010). “Social support and growth following adversity” in Handbook of Adult Resilience. eds. J. W. Reich, A. J. Zautra, and J. S. Hall. The Guilford Press., 309–330.
  • Hazhira Qudsyi, Isna Husnita, Rahmat Mulya, Andra Ardila Jani, Anisa Dwi Arifani, Student engagement among high school students: roles of parental involvement, peer attachment, teacher support, and academic self-efficacy. advances in social science, education and humanities research, 3rd International Conference on Learning Innovation and Quality Education (ICLIQE 2019). volume 397. https:// doi.org./10.2991/assehr.k.200129.032
  • Linnenbrink, E.A. & Paul R. Pintrich , P. R. (2003).The role of self-efficacy beliefs instudent engagement and learning in theclassroom. Reading & Writing Quarterly,19(2), 119-137 http://dx.doi.org/10.1080/10573560308223
  • Liu, X. X., Gong, S. Y., Zhang, H. P., Yu, Q. L., and Zhou, Z. J. (2021). Perceived teacher support and creative self-efficacy: the mediating roles of autonomous motivation and achievement emotions in Chinese junior high school students. Thinking. Skills and Creativity. 39. 100752. https//doi.org./10.1016/j.tsc.2020.100752
  • Mahon, B. J. M., & Zyngier, D. (2009). Student engagement: contested concepts in two continents. Research in Comparative and International Education 4(2) ,163-180. https://www.researchgate.net/publication/234708724
  • Marks, H.M. (2000). Student engagement in instructional activity: patternsi n the elementary, middle, and high school years. American Educational Research Journal , 37(1),153-184. https://doi.org.//10.3102/00028312037001153
  • Martin, F. & Bolliger, D.U. (2018). Engagement matters: Student perceptions on the importance of engagement strategies in the online learning environment. Online Learning 22(1), 205-222. https://doi.org./10.24059/olj.v22i1.10.
  • McHugh R. M., Horner C. G., Colditz J. B., Wallace T. L. (2013). Bridges and barriers: Adolescent perceptions of student–teacher relationships. Urban Education, 48(1), 9–43.
  • Mello, S., Dieterle, E., & Duckworth, A. (2017). D’Mello et al., (2016). Advanced, analytic, automated (aaa). measurement of engagement during learning. Educitonal Psychology, 5(2). https://doi.org/10.1080/00461520.2017.1281747
  • Nahdi, D. S. (2017). Implementasi model pembelajaran collaborative problem solving untuk meningkatkan kemampuan representasi matematis siswa sekolah dasar (Implementation of a collaborative problem solving learning model to improve elementary school students' mathematical representation abilities). Jurnal Cakrawala Pendas, 3(1), 20-29. https://core.ac.uk/download/pdf/228882759.pdf
  • Nizam (2016). Ringkasan hasil-hasil asesmmen belajar dari hasil UN, PISA, TIMMS (Summary of Learning Assessment Results from National Examination, PISA, TIMSS ). Puspendik.
  • Olani, A., Harskamp, E., Hoekstra, R., and van der Werf, G. (2010). The roles of self-efficacy and perceived teacher support in the acquisition of statistical reasoning abilities: a path analysis. Educational. Research and Evaluation. 16, 517–528. https:// doi.org./10.1080/13803611.2011.554742
  • Parameswara, A. A., Utami, S.W., & Eva, N. (2022). The effectiveness of cognitive restructuring techniques to reduce mathematics anxiety in high school students. Journal for the Mathematics Education and Teaching Practices, 3(1), 31-43. https://dergipark.org.tr/en/download/article-file/2490053
  • Pintrich, P. R., & Schunk, D. H. (1996). Motivation in education: Theory, research and applications. Cliffs, Prentice Hall Merrill.
  • Pintrich, P. R., Roeser, R., & De Groot, E. (1994). Classroom and individual differences in early adolescents’ motivation and self-regulated learning. Journal of Early Adolescence, 14, 1397161.
  • Poondej, C., & Lerdpornkulrat, T. (2016). The development of gamified learning activities to increase student engagement in learning. Australian Educational Computing, 31(2). :https://www.researchgate.net/publication/313574545
  • Reeve, J., & Tseng, C. M. (2011). Agency as a fourth aspect of students’ engagement during learning activities. Contemporary Educational Psychology, 36(4), 257–267. https://doi.org/10.1016/j.cedpsych.2011.05.002.
  • Ren X, Jing B, Li H and Wu C (2022) The impact of perceived teacher support on Chinese junior high school students’ academic self-efficacy: The mediating roles of achievement goals and academic emotions. Front. Psychology, 13. 1-14. 1028722. https://doi.org./ 10.3389/fpsyg.2022.1028722
  • Rice, L., Barth, J. M., Guadagno, R. E., Smith, G. P. A., and McCallum, D. M. (2013). The role of social support in students’ perceived abilities and attitudes toward math and science. Journal Youth Adolesce, 42, 1028–1040. hhtps://doi.otg./10.1007/s10964-012-9801-8
  • Reyes, M. R., Brackett, M. A., Rivers, S. E., White, M., & Salovey, P. (2012). Classroom emotional climate, student engagement, and academic achievement. Journal of Educational Psychology, 104(3), 700–712. https://doi.org/10.1037/a0027268
  • Ryan, R. M., & Deci, E. (2000). Self-Determination Theory and the Facilitation of Intrinsic Motivation, Social Development, and Well-Being. American Psychologist, 55(1), 68–78. https://doi.org./ 10.11648/j.sjedu.s.2015030401.13.
  • Ryan, A.M., & Patrick H . (20110. The classroom social environment and changes in adolescents’ motivation and engagement during middle school. American Educational Research Journal, 38(2), 437-460.https:// doi.org./ 10.3102/00028312038002437
  • Schunk, D. H. (1991). Self-efficacy and academic motivation. Educational Psychologist, 26, 207-231.
  • Taylor, L. & Parsons, J. (2011). Improving student engagement. Current Issues in Education, 14(1),1-33. https://cie.asu.edu/ojs/index.php/cieatasu/article/view/745
  • Wang, J., Zhang, X., & Zhang L. J. (2022) . Effects of teacher engagement on students’ achievement in an online english asa foreign language classroom: the mediating role of autonomous motivation and positive emotions. Frontiers in Psychologyl. 13, 1-12. 950652. https://doi.org./10.3389/fpsyg.2022.950652
  • Wright, J., & Mischel, W. (1992). Influence of affect on cognitive social learning person variables. Journal of Personality and Social Psychology, 43, 9017914.
  • Xu X, Wu Z and Wei D (2023) The relationship between perceived teacher support and student engagement among higher vocational students: A moderated mediation model. Frontiers. in Psychologyl. 14, 1-11. https://doi.org./ 10.3389/fpsyg.2023.1116932
  • Zambak, V. S., & Magiera, M. T. (2018). Pre-service K-8 teachers’ professional noticing and strategy evaluation skills: An exploratory study. Eurasia Journal of Mathematics, Science and Technology Education, 14(11),1-19. https://doi.org/10.29333/ejmste/92021.
There are 43 citations in total.

Details

Primary Language English
Subjects Mathematics Education
Journal Section Mathematical Thinking Skills
Authors

Bulan Arafah Tergravida This is me

Wıwık Juwarini Prihastiwi 0000-0001-5639-2515

Project Number 1
Early Pub Date December 22, 2023
Publication Date December 30, 2023
Published in Issue Year 2023 Volume: 4 Issue: 2

Cite

APA Tergravida, B. A., & Juwarini Prihastiwi, W. (2023). Perceived teacher support on student engagement through self-efficacy as a mediator in elementary school students’ mathematics lesson. Journal for the Mathematics Education and Teaching Practices, 4(2), 85-96.