Student-teacher relationship and choice of mathematics orientation according to gender: Analysis of mediating effects
This work aims to study the effect of student-teacher relationships on the choice of orientation in mathematics according to gender and the mechanisms by which this choice is determined. A data acquisition per questionnaire was used. Four hundred and five male and female students from Général-Leclerc high school in Yaoundé, Cameroun took part in this study. The results consolidate the assumption that warm relationships and teacher support perceived by students affect their choice of mathematics regardless of gender. The mediating effect of self-efficacy and anxiety in these relations is confirmed.