| Math anxiety is a common problem in all ages around the world.It will have an adverse impact on individual’s early mathematics learning,mathematics ability and even future career choice.It is particularly important to understand its various influencing factors.At present,the research on the influencing factors of math anxiety is mainly cross-sectional research,mainly focusing on the individual motivation and cognitive level,such as academic motivation,belief system and academic self-concept,and less exploring whether the relationship factors(teacher-student relationship)at the level of campus environment affect children’s math anxiety and its mechanism.Moreover,the existing research on the influencing factors of mathematical anxiety mostly adopts the variable centered perspective,and the individual centered research is less,and its influence needs to be discussed.In addition,primary school students spend most of their time in school.The relationship between teachers and students is an important part of the classroom environment,which is closely related to students’ learning achievements and emotional changes.The relationship between teachers and students is also related to academic emotions and academic achievements.It suggests that the relationship between teachers and students is the most basic and unavoidable relationship in education and teaching activities,but few studies have discussed the influence of this important subject in the school system on children’s math anxiety and its mechanism.Therefore,based on individual students,this study explores the potential heterogeneous groups of primary school students’ teacher-student relationship,and discusses the differences of math anxiety in different types of teacher-student relationship.Through longitudinal study,it aims to explore the impact of teacher-student relationship on math anxiety and the mediating roles of coping style(control evaluation)and value evaluation in primary school children,so as to provide empirical basis for educational research of basic education.There are three studies in total.The study 1a is based on the variable centered perspective to examine the relationship between teacher-student relationship and math anxiety;the study 1b aims to explore the potential categories of teacher-student relationship and differences between teacher-student relationship and mathematical anxiety adopting the method of potential profile analysis.Study 2 conducts a longitudinal follow-up study at two time points with an interval of 6 months.221 questionnaires were collected to examine the impact of teacher-student relationship on children’s math anxiety,and further explore the mediating role of control evaluation(i.e.,coping style);In Study 3,623 fourth and fifth graders of a primary school in Shandong Province were invited to participate the study to further explore the mediating role of value evaluation between teacher-child relationship and mathematical anxiety.The results reveal that:(1)At the variable level,there is a significant negative correlation between children’s perceived teacher-student relationship and children’s math anxiety;at the individual level,there are four types of teacher-student relationship,i.e.,security type,contradiction type,conflict type and marginal type,and their potential profile probabilities are 67.7%,16.5%,10.1% and 5.7%respectively.There are significant differences in mathematics anxiety variables among all groups,that is,safety group < marginal group < conflict group < contradiction group.(2)T1’s teacher-student attachment and teacher-student intimacy can negatively predict T2’s children’s math anxiety through positive coping style,and T1’s math anxiety can negatively predict T2’s teacher-student attachment and teacher-student intimacy.(3)Value evaluation plays a complete mediating role between teacher-student relationship and math anxiety.Teacher-student relationship negatively predicts children’s math anxiety through value evaluation. |
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