Moderating Effect of Academic Self-Efficacy and Mathematics Interest on the Nexus between Teacher Support and Student Mathematics Engagement
Bright Asare *
Department of Mathematics Education, University of Skills Training and Entrepreneurial Development (USTED), Kumasi, Ghana.
Vivian Maanu
Department of Mathematics and Information and Communication Technology Education, Akrokerri College of Education, Akrokerri, Ghana.
Yarhands Dissou Arthur
Department of Mathematics Education, University of Skills Training and Entrepreneurial Development (USTED), Kumasi, Ghana.
*Author to whom correspondence should be addressed.
Abstract
Purpose: This study investigated whether academic self-efficacy and mathematics interest moderate the association between teacher support and mathematics engagement among Ghanaian senior high school students.
Methodology/Design/Approach: This study adopted a descriptive-correlational research design. The study population comprised 1,482 students from five selected public senior high schools in Ghana, and the sample comprised 315 students. Data were collected using a structured questionnaire with items measured on a five-point Likert scale. The collected data were analysed using Structural Equation Modelling (SEM) via AMOS (ver. 23) to test the hypothesised paths.
Findings: The study revealed that teacher support, academic self-efficacy, and mathematics interest significantly predicted students’ mathematics engagement. Moreover, academic self-efficacy positively moderated the association between teacher support and students’ mathematics engagement. Finally, mathematics interest negatively moderated the association between teacher support and students’ mathematics engagement.
Limitations: The study identified four major limitations. First, the study adopted a descriptive-correlational research design. Second, the study selected five public senior high schools in Ghana, excluding private senior high schools.
Originality/Novelty: Past studies have looked at the direct effect of teacher support, academic self-efficacy, and mathematics interest on students’ mathematics engagement, but the current study adds to the body of literature by examining the moderating effect of academic self-efficacy and mathematics interest on the association between teacher support and students’ mathematics engagement.
Keywords: Academic Self-Efficacy, mathematics interest, moderating, teacher support, student mathematics engagement