Table 4.
Bootstrap analyses of the significance of mediation.
| Effect | Model pathways | Standardized effect value | SE | 95% CI mean effect (lower and upper) | Effect of the amount | ||
|---|---|---|---|---|---|---|---|
| Junior middle school boys | |||||||
| Direct effect | 1. TES-MP | −0.0647 | 0.0870 | −0.2359 | 0.1065 | ||
| Intermediary effect | 2. TES-ASE-MP | 0.1465 | 0.0404 | 0.0719 | 0.2317 | 63.04% | |
| 3. TES-MBE-MP | 0.0257 | 0.0163 | −0.0014 | 0.0625 | |||
| 4. TES-ASE-MBE-MP | 0.0601 | 0.0230 | 0.0193 | 0.1097 | 25.86% | ||
| Junior middle school girls | |||||||
| Direct effect | 1. TES-MP | 0.0103 | 0.0908 | −0.1685 | 0.1891 | ||
| Intermediary effect | 2. TES-ASE-MP | 0.1609 | 0.0375 | 0.0887 | 0.2354 | 60.67% | |
| 3. TES-MBE-MP | 0.0509 | 0.0191 | 0.0180 | 0.0932 | 19.19% | ||
| 4. TES-ASE-MBE-MP | 0.0534 | 0.0176 | 0.0213 | 0.0910 | 20.14% | ||
TES, teacher's emotional support; ASE, academic self-efficacy; MBE, math behavioral engagement; MP, math performance.