Creative and supportive classroom as predictors of proactive mathematics learning: the roles of self-efficacy and mathematics anxiety

Classroom teaching practices shape students’ motivational and emotional experiences in mathematics, yet less is known about how supportive and creative contexts influence proactive learning. Using nationally representative data from the 2022 Programme for International Student Assessment in the Philippines (N = 6856), this study tested a socio-cognitive–emotional model linking mathematics teacher support (TS) and creative classroom environment (CE) to mathematics self-efficacy (SE), mathematics anxiety (MA) and proactive study behaviour (PB). Multi-group structural equation modelling showed that CE was the strongest predictor in the model, substantially increasing SE and directly promoting PB while slightly reducing MA. TS primarily predicted PB directly. SE and MA were positively related, suggesting that confidence can co-exist with activating tension in demanding classrooms. Gender differences in specific paths were statistically significant but small, and the overall structure was largely invariant. Findings and their implications for teacher education are discussed.