Pathways to mathematical success: the interplay of teacher support, intrinsic motivation, and school climate using multilevel moderated mediation models

Guided by self-determination theory and ecological systems theory, this study examines how teacher academic and emotional support shape mathematics achievement among Chinese primary students through intrinsic motivation, moderated by school climate. Using a nationally representative sample of 13,819 Grade 4 students across 1,495 schools, multilevel moderated mediation analyses revealed that: (1) both teacher academic and emotional support had a direct and positive effect on students’ mathematics achievement; (2) the positive relationship between teacher support (i.e., academic and emotional support) and mathematics achievement was prominently mediated through intrinsic motivation; (3) school climate could negatively moderate the latter half path of "teacher academic/emotional support → intrinsic motivation → mathematics achievement ". These findings advance theoretical understanding of motivational mechanisms in educational ecosystems and offer practical insights for optimizing teacher-student interactions. Implications include prioritizing dual-dimensional teacher training programs and implementing climate-sensitive interventions to bridge achievement gaps in diverse school settings. Implications, limitations, and future research directions are discussed.