Moderating Effect of Academic Self-Efficacy and Mathematics Interest on the Nexus between Teacher Support and Student Mathematics Engagement

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.