IDEAS home Printed from https://ideas.repec.org/a/taf/vjerxx/v118y2025i5p517-527.html
   My bibliography  Save this article

Enhancing mathematics achievement through teacher support: The mediating role of student feedback literacy

Author

Listed:
  • Junsheng Wu
  • Zi Yan
  • Genghua Yu
  • Guiying Xie
  • Lin Li
  • Yongle Yang
  • Jinyu Zhu

Abstract

Teacher support has been widely recognized as beneficial for academic achievement, but the underlying mechanism remains unclear. Recently, student feedback literacy has gained attention as a key factor explaining how teacher support enhances academic outcomes. While teacher support creates a conducive environment, its effectiveness depends on students’ ability to use teacher feedback. This study examined the relationship between perceived teacher support and students’ mathematics achievement, focusing on the mediating role of feedback literacy. Participants were 230 students from southern China (ages 14–18, mean = 16.15, SD = 0.033). The results showed that teacher support affects students’ academic achievement both directly and indirectly. Feedback literacy among students showed statistical significance as it mediated effects attributable to teachers’ support on academic achievement. Our results highlight that enhancing students’ feedback literacy, especially their ability to grasp applicable feedback, strengthens the positive impact of teacher support on academic achievement.

Suggested Citation

  • Junsheng Wu & Zi Yan & Genghua Yu & Guiying Xie & Lin Li & Yongle Yang & Jinyu Zhu, 2025. "Enhancing mathematics achievement through teacher support: The mediating role of student feedback literacy," The Journal of Educational Research, Taylor & Francis Journals, vol. 118(5), pages 517-527, September.
    • Handle: RePEc:taf:vjerxx:v:118:y:2025:i:5:p:517-527
    DOI: 10.1080/00220671.2025.2508701
    as

    Download full text from publisher

    File URL: http://hdl.handle.net/10.1080/00220671.2025.2508701
    Download Restriction: Access to full text is restricted to subscribers.
    File URL: https://libkey.io/10.1080/00220671.2025.2508701?utm_source=ideas
    LibKey link: if access is restricted and if your library uses this service, LibKey will redirect you to where you can use your library subscription to access this item
    ---><---

    As the access to this document is restricted, you may want to

    for a different version of it.

    More about this item

    Statistics

    Access and download statistics

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:taf:vjerxx:v:118:y:2025:i:5:p:517-527. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    We have no bibliographic references for this item. You can help adding them by using this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: Chris Longhurst (email available below). General contact details of provider: http://www.tandfonline.com/vjer20 .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.