The purpose of the present study was to (a) determine relationships among teacher contextual variables including support and cognitive activation, student motivational beliefs, engagement, and mathematics literacy and (b) to examine whether different types of motivational and behavioral engagement variables act as viable mediators between the classroom context and student mathematics literacy. Data were extracted from the 2012 PISA, with a sample of N = 4978 students. Using structural equation modeling, the results indicated that students’ perceptions of teacher support had a positive effect on their motivational beliefs, behaviors, and mathematics literacy. In particular, perceived teacher cognitive activation had a positive direct effect and an indirect effect through student self-efficacy beliefs, and persistence on mathematics achievement. In addition, self-efficacy resulted in significant paths on their intention to pursue careers in mathematics and work ethic, but a negative path was found between work ethic and mathematics achievement. Implications for educational practice and future research directions are also discussed.

本研究的目的是（a）确定教师上下文变量之间的关系，包括支持和认知激活，学生的动机信念，参与度和数学素养；以及（b）检查不同类型的动机和行为参与度变量是否可行课堂环境和学生数学素养之间的中介。数据摘自2012年PISA，其中N个样本 = 4978名学生。使用结构方程模型，结果表明学生对教师支持的看法对其动机信念，行为和数学素养具有积极影响。尤其是，通过学生的自我效能感信念和对数学成绩的坚持，感知到的教师认知激活具有积极的直接影响和间接影响。此外，自我效能感为他们追求数学和职业道德的职业提供了重要途径，但在职业道德与数学成就之间却找到了消极途径。还讨论了对教育实践和未来研究方向的影响。