Environmental and individual factors are regarded as powerful predictors of math anxiety. However, their joint contribution to predicting math anxiety has not been thoroughly explored. To address this, two studies were conducted to examine how parental educational involvement and teacher support related to math evaluation anxiety and learning math anxiety concurrently (Study 1) and longitudinally (Study 2) and whether the effect of parental educational involvement and teacher support on math anxiety needed to go through math learning involvement. Third-grade students (Study 1: N = 1780, Study 2: N = 1850) from three public elementary schools participated in the studies. Concurrent analyses revealed that higher parental educational involvement and teacher support were associated with higher math learning involvement and lower math anxiety. Moreover, math learning involvement partially mediated the relation between parental educational involvement and math evaluation anxiety, teacher support and math evaluation anxiety, teacher support and learning math anxiety, but fully mediated the relation between parental educational involvement and learning math anxiety. Longitudinally, robust associations were found between current parental educational involvement, current teacher support, and subsequent learning math anxiety. But similar patterns did not emerge in math evaluation anxiety. Specifically, the direct effect of parental educational involvement and teacher support on math evaluation anxiety was not significant. These findings suggested the importance of taking into account the dimension of math anxiety when understanding the mechanisms of math anxiety from a dynamic developmental perspective. We demonstrate areas that need improvement and suggest possible future directions.

环境因素和个人因素被认为是数学焦虑的有力预测指标。但是，他们对预测数学焦虑的共同贡献尚未得到充分探索。为了解决这个问题，进行了两项研究，以检验父母的教育参与和教师支持如何同时与数学评估焦虑和学习数学焦虑（研究1）和纵向（研究2）相关，以及父母的教育参与和教师支持对数学的影响通过数学学习参与需要焦虑。三年级学生（研究1：N  = 1780，研究2：N （= 1850）来自三所公立小学的学生参加了研究。并发分析表明，父母的较高的教育投入和老师的支持与较高的数学学习参与度和较低的数学焦虑度相关。此外，数学学习参与部分地调节了父母的教育参与与数学评估焦虑，教师支持和数学评估的焦虑，教师支持与学习数学焦虑之间的关系，但充分地调节了父母的教育参与与学习数学焦虑之间的关系。纵向上，在当前的父母教育投入，当前的老师支持以及随后的学习数学焦虑之间发现了强有力的关联。但是，数学评估焦虑并未出现类似的模式。具体来说，父母的教育参与和老师的支持对数学评估焦虑的直接影响并不显着。这些发现表明从动态发展的角度理解数学焦虑的机制时，必须考虑数学焦虑的程度。我们演示了需要改进的领域，并提出了可能的未来方向。