The relationship between teacher support and high school students’ mathematical modelling skill: the mediating role of academic self-efficacy and learning motivation

Grounded in self-determination theory (SDT) and social cognitive theory (SCT), this study examined how teacher support (TS) influences high school students’ mathematical modelling skill (MMS). Data from 667 students were analysed using a chain-mediation regression model. Results showed that TS had no significant direct effect on MMS but exerted significant indirect effects through academic self-efficacy (SE) and learning motivation. SE positively predicted autonomous motivation (AM), which supported modelling skill development, whereas controlled motivation (CM) negatively affected skill. The findings highlight an intervention pathway of “supportive environment–efficacy beliefs–motivation internalization” and suggest that modelling instruction should reduce external control while strengthening students’ autonomous decision-making.