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<p>Self-regulated learning has shown to have a positive impact on student mathematics learning and academic achievement. However, insufficient attention has been given to what can be done to help students become effective self-regulated mathematics learners. The research underscores the critical role of classroom social environments in promoting students’ self-regulated learning in mathematics education. This study aims to examine the relationships between four classroom social environment factors (teacher emotional support, teacher academic support, student cooperation, and student cohesiveness) and students’ self-regulated learning. The study also investigates the unique mediating role of self-efficacy in mathematics learning. Using structural equation modeling with data from 1,640 Chinese elementary and secondary students, we found that student cooperation and teacher academic support were the strongest direct predictors of&#xa0;self-regulated learning. At the same time, self-efficacy emerged as a significant mediator, linking classroom social environment factors to improved self-regulated learning. By addressing both the “why” (theoretical importance&#xa0;of classroom social environment factors) and the “how” (novel mediation mechanisms), this study offers a nuanced roadmap for optimizing mathematics learning.</p>

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Unpacking the effect of classroom social environment on self-regulated learning in mathematical education: the mediation of self-efficacy

  • 期刊论文

  • 发表日期：

    2026年3月24日

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  • Juan Cai,
  • Free De Backer,
  • Geert Vandermeersche,
  • Shihua Li,
  • Koen Lombaerts

摘要

Self-regulated learning has shown to have a positive impact on student mathematics learning and academic achievement. However, insufficient attention has been given to what can be done to help students become effective self-regulated mathematics learners. The research underscores the critical role of classroom social environments in promoting students’ self-regulated learning in mathematics education. This study aims to examine the relationships between four classroom social environment factors (teacher emotional support, teacher academic support, student cooperation, and student cohesiveness) and students’ self-regulated learning. The study also investigates the unique mediating role of self-efficacy in mathematics learning. Using structural equation modeling with data from 1,640 Chinese elementary and secondary students, we found that student cooperation and teacher academic support were the strongest direct predictors of self-regulated learning. At the same time, self-efficacy emerged as a significant mediator, linking classroom social environment factors to improved self-regulated learning. By addressing both the “why” (theoretical importance of classroom social environment factors) and the “how” (novel mediation mechanisms), this study offers a nuanced roadmap for optimizing mathematics learning.