Family support and teacher support in Vietnamese math education: Gendered pathways through math anxiety to math achievement based on PISA 2022

Artigo2026

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Resumo

This study investigated how gender, teacher support, family support, and mathematics anxiety jointly shape mathematics achievement among 6068 Vietnamese students using data from PISA 2022. Structural equation modeling revealed three key findings. First, teacher support played a dual role—it was directly associated with lower achievement, likely reflecting controlling instructional styles, yet it was indirectly linked to higher performance via its association with lower mathematics anxiety. Second, family support showed no significant direct association with achievement, but a significant indirect association was observed through its negative relationship with mathematics anxiety. Third, boys reported slightly higher teacher support and lower mathematics anxiety, alongside a modest advantage in mathematics achievement. These findings indicate that social support in the Vietnamese context, with its hierarchical classroom dynamics, can function both as pressure and protection. Theoretically, the study extends the Control-Value and Social Support theories by revealing dual mechanisms of support that align with the Vietnamese cultural context. Practically, it recommends promoting autonomy-supportive teaching and balanced family involvement to alleviate anxiety and reduce gender disparities in STEM learning.

Dados da obra

Tipo: Artigo
Periódico: Acta Psychologica, v. 264, p. 106475
Editora: Elsevier
Ano: 2026 (2026-04)
Idioma: en
Palavras-chave: Gender difference; Mathematics teacher support; Family support; Mathematics anxiety; Mathematics achievement; Vietnam mathematics education
DOI: 10.1016/j.actpsy.2026.106475
ISSN: 0001-6918, 1873-6297
Acesso: Metadados apenas
Fontes: DOAJ — Directory of Open Access Journals
Na Biblioteca desde: 01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
HUANG, Mengying. Family support and teacher support in Vietnamese math education: Gendered pathways through math anxiety to math achievement based on PISA 2022. Acta Psychologica, v. 264, p. 106475, 2026. DOI: https://doi.org/10.1016/j.actpsy.2026.106475.

APA

Huang, M. (2026). Family support and teacher support in Vietnamese math education: Gendered pathways through math anxiety to math achievement based on PISA 2022. Acta Psychologica, 264, 106475. https://doi.org/10.1016/j.actpsy.2026.106475

BibTeX

@article{huang2026,
  author = {Huang, Mengying},
  title = {Family support and teacher support in Vietnamese math education: Gendered pathways through math anxiety to math achievement based on PISA 2022},
  year = {2026},
  journal = {Acta Psychologica},
  volume = {264},
  pages = {106475},
  publisher = {Elsevier},
  doi = {10.1016/j.actpsy.2026.106475},
  language = {en}
}

RIS

TY  - JOUR
AU  - Huang, Mengying
TI  - Family support and teacher support in Vietnamese math education: Gendered pathways through math anxiety to math achievement based on PISA 2022
PY  - 2026
JO  - Acta Psychologica
VL  - 264
SP  - 106475
DO  - 10.1016/j.actpsy.2026.106475
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS