為深入探討教師支持、數學自我效能感與小學兒童數學成績之間的聯系,采用學生感知到的數學教師支持問卷和數學學習自我效能感量表考察了3012名三至五年級小學生。結果表明:(1)小學兒童感知到的教師支持、數學自我效能感與數學成績兩兩之間均呈顯著正相關;(2)數學自我效能感在感知到的教師支持與數學成績之間發揮著部分中介作用;(3)年級因素調節"感知到的教師支持→數學自我效能感→數學成績"的前半路徑,即隨著年級的升高,感知到的教師支持對小學兒童數學自我效能感的促進作用逐漸增強。這意味著較高的教師支持有利于培養小學兒童的數學自我效能感,進而提高其數學成績。該發現對于有效促進我國小學兒童的數學學習具有重要教育實踐啟示。

This study aimed to investigate the relationship among teacher support, math self-efficacy and mathematics achievement for primary school students and to explore moderating effects of grades on these associations. There were 3012 primary school students from grade 3 to 5 who were tested with Perceived the Math Teacher’s Support Questionnaire, and Math Self-efficacy Scale. The results showed: 1) Teacher support was positively related to students’ math self-efficacy and their mathematics achievement; and math self-efficacy was positively connected with their mathematics achievement when gender factors was controlled. 2) The students’ math self-efficacy played a partially mediating role in the relationship between teacher support and mathematics achievement. 3) The mediating effect of math self-efficacy was moderated by grade factor. The indirect effect was stronger for high grade students than for low grade students. These results suggest that teacher support and primary school students’ math self-efficacy should be strengthened to enhance their mathematics achievement. The contribution and implications of these findings were discussed in detail.