Impact of Perceived Supportive Learning Environment on Mathematical Achievement: The Mediating Roles of Autonomous Self-Regulation and Creative Thinking

A total of 1,281 Chinese students in grades 3-6 participated in a study that examined the relationships among student-perceived supportive learning environment (PSLE), mathematical achievement, autonomous self-regulation, and creative thinking. The results demonstrated that student PSLE is positively associated with autonomous self-regulation, creative thinking, and mathematical achievement. In addition, the study also demonstrated that the influence of PSLE on students' mathematical achievements could be mediated through autonomous self-regulation and creative thinking, respectively. The results shed light on the effectiveness of a supportive learning environment on educational and psychological outcomes in Chinese mathematical classrooms.

Automated summary

This study examined the relationships among student-perceived supportive learning environment (PSLE), mathematical achievement, autonomous self-regulation, and creative thinking. The results demonstrated positive associations between student PSLE and autonomous self-regulation, creative thinking, and mathematical achievement. Additionally, the study found that the influence of PSLE on mathematical achievement could be mediated through autonomous self-regulation and creative thinking.