The influence of learning interest on complex mathematical problem-solving ability: the mediating effect of classroom disruptive behavior and self-efficacy

TL;DR

This study explores how learning interest affects math problem-solving skills, with classroom behavior and self-efficacy playing mediating roles, using data from students in four countries.

Contribution

It identifies direct and indirect effects of learning interest on math ability through classroom behavior and self-efficacy, with cross-cultural differences.

Findings

Learning interest, classroom disruptive behavior, and self-efficacy significantly correlate with complex math problem-solving ability.

Learning interest influences math ability both directly and indirectly through classroom behavior and self-efficacy.

Regional differences exist in how these factors affect math problem-solving across Taiwan, China, the U.S., and Turkey.

Abstract

The ability to solve complex mathematical problems has become a key indicator of students' mathematical literacy and innovative capacity.

Based on the TIMSS 2023 data and focused on eighth-grade students in Taiwan, China, the United States, and Turkey, the study investigates the interaction mechanisms among students' learning interest (LI), classroom disruptive behavior (CDB), self-efficacy (SE), and complex mathematical problem-solving ability (CMPSA) through constructing a structural equation model.

LI, CDB, and SE are significantly correlated with CMPSA and can predict CMPSA. In addition, LI not only influences CMPSA directly, but also has an indirect effect through CDB and SE, including both parallel and chain mediation effects. Cross-cultural analysis further reveals significant regional differences in the impact mechanisms of CMPSA. To be specific, Taiwan, China is mainly characterized by the direct effect of LI, while the United States and Turkey rely on the indirect path of SE.

These explorations systematically reveal the formation mechanism of CMPSA from the perspective of multidimensional interaction of cognition, emotion, and environment, enrich the cross-cultural theoretical framework of CMPSA, and provide empirical basis for optimizing mathematics teaching practices and formulating regionally adaptive intervention strategies under different education systems.

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