A total of 1,281 Chinese students in grades 3–6 participated in a study that examined the relationships among student-perceived supportive learning environment, mathematical achievement, autonomous self-regulation, and creative thinking. The results demonstrated that student PSLE is positively associated with autonomous self-regulation, creative thinking, and mathematical achievement. In addition, the study also demonstrated that the influence of PSLE on students’ mathematical achievements could be mediated through autonomous self-regulation and creative thinking, respectively. The results shed light on the effectiveness of a supportive learning environment on educational and psychological outcomes in Chinese mathematical classrooms.
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DOI 10.3389/fpsyg.2021.781594
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