How Does Teacher Support Enhance Students' Mathematical Resilience?
SUFEN DUAN
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Source: Crossref
Published: Sep 11, 2026
DOI: 10.21203/rs.3.rs-10180593/v1
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Abstract Background When faced with the same mathematical setbacks, why do some students choose to give up while others persevere? Mathematical resilience provides a key explanation, yet how teacher support enhances it—and whether this effect varies across educational systems—remains understudied. This study investigates the mediating role of mathematical self-efficacy in the teacher support–resilience relationship and examines cross-regional heterogeneity between Hong Kong (China) and Macau (China). Methods Drawing on data from 15-year-old students participating in PISA 2022 (Hong Kong (China): N = 5,424; Macau (China): N = 4,302), we constructed a Mathematical Resilience Composite Index (MRCI) synthesizing self-efficacy, reduced anxiety, and persistence within a Self-Determination Theory and Social Cognitive Theory framework. Hierarchical regression, bias-corrected Bootstrap mediation analysis (PROCESS Model 4, 5,000 resamples), and multi-group interaction tests were employed. Results Teacher support significantly and positively predicted mathematical resilience in both regions, with the effect in Macau (China) (β = 0.167, ΔR² = 0.027) being stronger than in Hong Kong (China) (β = 0.109, ΔR² = 0.011). Mathematical self-efficacy partially mediated the relationship; the indirect effect was significant in both Hong Kong (China) (0.016, 95% CI [0.006, 0.027]) and Macau (China) (0.030, 95% CI [0.021, 0.041]), with a mediation proportion of 15%–19%. Interaction analysis confirmed systematic regional differences (B = 0.070, p < 0.001). Conclusions Teacher support enhances mathematical resilience through an efficacy-activation pathway, forming a dual-loop mechanism of "external contextual resources → internal psychological resources → resilient behaviors." The effect is amplified under low-stakes examination ecologies, suggesting that assessment system design moderates the value-added potential of teacher support. These findings carry implications for differentiated teacher professional development and assessment policy reform.
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