How teacher behaviour in student‐teacher dyads relates to boys' and girls' mathematics anxiety. An investigation of interpersonal profiles

BACKGROUND & AIMS: Mathematics anxiety impairs student learning, particularly affecting girls. Grounded in interpersonal theory, this study investigated how interpersonal teacher behaviours in student-teacher dyads relate to boys' and girls' mathematics anxiety. We defined these behaviours using an interpersonal circumplex, which blends agency (guidance, control) and communion (warmth, sensitivity). Additionally, we examined whether these relationships are indirectly linked through students' mathematics self-concept and their perception of teacher expectations. SAMPLE: We surveyed 42 mathematics teachers (32 female) and 743 of their primary school students (362 female). METHODS: Teachers described their interpersonal teacher behaviour toward each individual student in their class. Using circumplex modelling, we derived teacher agency and communion as underlying dimensions of teachers' interpersonal profiles. We then applied structural equation modelling to analyse which profiles most strongly relate to girls' and boys' mathematics anxiety and to test for indirect associations. RESULTS: Teacher behaviour combining high agency with low communion was associated with higher mathematics anxiety in the student-teacher dyad. Low teacher communion was significantly related to mathematics anxiety in girls only. Indirect associations between teacher behaviour and student mathematics anxiety via self-concept and student-perceived teacher-expectation emerged for agency in both genders, but for communion only in girls. CONCLUSIONS: Lower teacher agency in dyadic interactions may be linked to a less anxious approach to mathematics. High teacher communion may be particularly vital for girls as they are more likely to form strong bonds with their teacher than boys and often confront negative performance-related stereotypes in mathematics.