Measurement model.

Teacher guidance can positively impact students’ learning interest and mathematical behavior engagement. As a crucial part of classroom teaching, effective teaching styles play an indispensable role in middle school students’ mathematical behavior engagement. This study addresses the gap in understanding how different teaching styles influence junior high school students’ math behavior engagement in China, by examining the underexplored mediating roles of academic self-efficacy and learning interest in this relationship, which are critical yet often overlooked factors in fostering student engagement and improving educational outcomes in mathematics. Students from grades 7 to 9 in six middle schools in Jiangsu Province, China participated in the survey. The results indicate that: (1) academic self-efficacy mediates the relationship between effective teaching styles (humorous and lively style, rigorous and logical style, caring and sharing style) and mathematical behavior engagement among Chinese middle school students; (2) math learning interest mediates the relationship between effective teaching styles (humorous and lively style, rigorous and logical style, caring and sharing style, innovative and exploratory style) and mathematical behavior engagement among Chinese middle school students. Recommendations include encouraging teachers to adopt diverse teaching styles that foster both self-efficacy and interest.

教师指导可正向影响学生的学习兴趣与数学行为投入（mathematical behavior engagement）。作为课堂教学的核心环节，高效教学风格对中学生的数学行为投入具有不可或缺的促进作用。本研究聚焦中国语境下不同教学风格对初中生数学行为投入的影响机制这一认知空白，通过考察学术自我效能感（academic self-efficacy）与学习兴趣在该关系中尚未被充分探索的中介作用——二者均为培养学生投入度、提升数学教育质量的关键却常被忽视的因素——填补了相关研究缺口。本研究招募中国江苏省六所中学的7至9年级学生参与问卷调查。研究结果表明：其一，学术自我效能感在高效教学风格（幽默活泼型、严谨逻辑型、关怀分享型）与中国中学生数学行为投入之间发挥中介作用；其二，数学学习兴趣在高效教学风格（幽默活泼型、严谨逻辑型、关怀分享型、创新探索型）与中国中学生数学行为投入之间发挥中介作用。据此，本研究建议鼓励教师采用多元教学风格，以同时培养学生的自我效能感与学习兴趣。