The appraisal antecedents of Shanghai students’ mathematics anxiety and the moderating effects of teacher behaviours: from the perspective of the control-value theory

As mathematics anxiety could result in students’ low performance and impact their well-being, it is necessary for both researchers and educators to understand what causes mathematics anxiety and what moderates these effects. Based on the control-value theory, the present study proposed a framework that students’ mathematics anxiety was triggered by their control and value appraisals, and teacher behaviours could play moderating roles in the process. By analysing data of the Shanghai China sample of PISA 2012, and applying multivariable regression model, results showed that (1) action control appraisal, outcome control appraisal, and intrinsic value appraisal could negatively predict mathematics anxiety, while extrinsic value appraisal could enhance mathematics anxiety; and (2) teacher support, formative assessment, and teacher-directed instruction significantly moderated the effects of appraisal antecedents on mathematics anxiety and helped reduce students’ mathematics anxiety.