The role of learning anxiety and mathematical reasoning as predictor of promoting learning motivation: The mediating role of mathematical problem solving

Abstract

Mathematical problem solving stands as a fundamental aspect of 21st-century skills. Extensive educational studies have substantiated the cultivation of this competency, illustrating that exploring specific predictors and related variables can offer valuable insights for its enhancement. The study investigated how solving mathematical problems acts as a mediator between motivation for learning, anxiety about learning, and mathematical reasoning. A total of 345 primary school students participated in this study, responding to online questionnaires. Structural equation modelling was applied for data analysis, revealing satisfactory construct validity and instrument reliability. The findings highlighted a positive relationship between learning anxiety and mathematical reasoning, indicating their predictive role in improving learning motivation. In addition, the research identified mathematical problem solving as a mediator, playing a crucial role in reducing learning anxiety and fostering increased learning motivation. These outcomes have significant implications, underscoring the need to understand the intricate interaction between learning anxiety, mathematical reasoning, and motivation. This understanding could facilitate the development of targeted interventions and support systems, fostering a conducive learning environment that enhances student participation and academic achievement.