Mediating Role of Teacher Encouragement Between Classroom Participation and Mathematics Self-Efficacy Among First-Year Students at Kolehiyo ng Pantukan

This study examined the mediating role of teacher encouragement between classroom participation and mathematics self-efficacy among first-year students enrolled in Mathematics in the Modern World during the school year 2025–2026. A cross-sectional mediation design was employed to determine the levels of classroom participation, teacher encouragement, and mathematics self-efficacy, as well as the relationships and mediating effect among these variables. Data were collected from 330 first-year students using validated survey questionnaires adapted from established instruments. The data gathering process was conducted with proper authorization and adherence to ethical standards, ensuring voluntary participation, confidentiality, and anonymity of the respondents. The data were analyzed using mean and standard deviation to determine the levels of the study variables, Spearman's rho to examine their relationships, and mediation analysis with 5,000 bootstrap resamples to estimate the direct, indirect, and total effects of teacher encouragement. The findings revealed that students generally demonstrated a high level of classroom participation, particularly in collaboration, voice, influence, and choice during mathematics lessons. Teacher encouragement was also rated high, reflecting guidance in planning, monitoring, evaluating, and regulating learning processes. Similarly, mathematics self-efficacy was found to be high, with students showing confidence through mastery experiences, vicarious experiences, social persuasions, and physiological states. Statistical analysis showed significant positive relationships between classroom participation and mathematics self-efficacy, classroom participation and teacher encouragement, and teacher encouragement and mathematics self-efficacy. Mediation analysis confirmed that teacher encouragement partially mediates the relationship between classroom participation and mathematics self-efficacy, indicating that participation enhances confidence both directly and indirectly through teacher encouragement. These findings suggest that promoting active classroom participation together with consistent teacher encouragement may strengthen students' mathematics self-efficacy. The findings provide a basis for developing instructional strategies and classroom practices that foster greater student engagement, teacher support, and confidence in mathematics.