Premium
On the different effects of teacher–student rapport on urban and rural students' math learning in China: An empirical study
Author(s) -
Zhou Da,
Liu Jinqing,
Liu Jian
Publication year - 2021
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/pits.22446
Subject(s) - mathematical anxiety , mathematics education , psychology , anxiety , rural area , self efficacy , china , social psychology , medicine , geography , archaeology , pathology , psychiatry
This study investigated the different effects of teacher–student rapport on urban and rural students' math learning via mathematics self‐efficacy and mathematics anxiety in China. The participants were 8145 urban and rural fourth graders (mean age = 10 years old) in a central city of China. The findings indicated that (a) compared with rural students, urban students reported significantly higher mean scores for teacher–student rapport, mathematics self‐efficacy, and mathematical academic outcome, and significantly lower mean scores for mathematics anxiety; (b) students perceived teacher–student rapport in urban and rural schools had a substantial effect on students' mathematical academic outcome through increasing students' mathematics self‐efficacy and alleviating students' mathematics anxiety; and (c) teacher–student rapport in rural schools majorly increased their students' mathematical academic outcome via boosting rural students' mathematics self‐efficacy rather than reducing their mathematical anxiety, which is significantly different from that for urban students. Implications and future directions are elaborated.