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Evaluates the relationship between beliefs about math teachers and academic satisfaction, indicating significant links through anxiety.
The objective was to evaluate a model that predicts students' math anxiety and academic satisfaction based on their beliefs about their math teacher and the math context. Surveys investigating the above constructs were collected from 428 first-semester students from different majors with a high component of math content in their curricula. The data were analyzed using partial least squares structural equation models (PLS-SEM). The results increase knowledge about the impact of students' beliefs by showing positive relationships between beliefs about the teacher and academic satisfaction, mediated, in part, by math anxiety.
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Ruiz-Ortega et al. (2026) studied this question.
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