Perceived Instrumentality, Instructional Support, Peer Interaction, and Math-Specific Burnout: A Moderated-Mediation Model for Intervention

Abstract

This study investigated the mechanisms through which endogenous perception of instrumentality, perceived instructional support, and student-to-student interaction influence math-specific burnout among junior high school students. It aimed to examine both direct effects and indirect effects through mathematics intrinsic motivation and mathematics engagement, explore the moderating roles of self-perceived math competence and adaptability, and propose an intervention program to address math- related burnout. A non-experimental, cross-sectional, descriptive, and complex correlational design was employed. Data were purposively collected during the school year 2023– 2024 from 375 out of 911 junior high school students from a private school in Bacoor City, Cavite, using validated scales and a demographic questionnaire. Descriptive statistics and structural equation modeling (SEM) with bootstrapping were used to analyze data. Findings showed that students demonstrated very high levels of endogenous perception of instrumentality and perceived instructional support. High levels were observed in student-to-student interaction, mathematics intrinsic motivation, mathematics engagement, self-perceived math competence, and adaptability. In terms of math-specific burnout, students reported low levels of exhaustion and cynicism, and a high level of efficacy. Among the variables studied, only perceived instructional support had a significant direct negative effect on math-specific burnout. All three predictors had significant indirect effects: endogenous perception of instrumentality via math intrinsic motivation, and perceived instructional support and student-to-student interaction via mathematics engagement. Self-perceived math competence did not moderate the indirect effect of endogenous perception of instrumentality on math-specific burnout through mathematics intrinsic motivation. Likewise, adaptability did not moderate the indirect effects of perceived instructional support or student-to-student interaction on math-specific burnout via mathematics engagement. Based on these findings, an intervention program was developed emphasizing enhanced instructional support as a critical buffer against burnout. Recommendations include improving instructional clarity and feedback, encouraging peer collaboration, integrating real-world math applications, and supporting student emotional well-being. Future research should consider diversifying samples, longitudinal designs, modeling burnout and related constructs as latent variables, exploration of alternative predictors and moderators, and evaluation of the proposed intervention program.