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

Bulan Arafah Tergravida Wıwık Juwarini Prihastiwi

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.

Keywords

Mathematics learning self-efficacy, Student engagement, Mathematics teacher support

Project Number

1

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