AUTHOR=Cheng Liu , Zhenyi Ji 

TITLE=Research on the impact of the promotion of ideological and political education in university mathematics courses and the stimulation of learning interest on learning effectiveness

JOURNAL=Frontiers in Psychology

VOLUME=Volume 16 - 2025

YEAR=2025

URL=https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2025.1545198

DOI=10.3389/fpsyg.2025.1545198

ISSN=1664-1078

ABSTRACT=The learning effectiveness of college mathematics is influenced by multiple factors. Starting from the perspective of stimulating learning interest and promoting curriculum-based ideological and political education, a structural equation model was used to study the impact of learning interest and curriculum-based ideological and political education on the learning effectiveness of mathematics. The research results show that (1) both learning interest (standardized direct effect β = 0.512, p < 0.001) and curriculum-based ideological and political education (standardized direct effect β = 0.127, p < 0.001) have a significant positive impact on the learning effectiveness of mathematics. In terms of the total effect, the total effect of learning interest on learning effectiveness is 0.581, and the total effect of curriculum-based ideological and political education on learning effectiveness is 0.240. It can be seen that learning interest has a more significant impact on learning effectiveness; (2) Self-efficacy (standardized direct effect β = 0.460, p < 0.001) and learning persistence (standardized direct effect β = 0.495, p < 0.001) both have a significant positive impact on the learning effectiveness of mathematics, while learning anxiety (standardized direct effect β = 0.404, p < 0.001) has a significant negative impact on the learning effectiveness of mathematics; (3) Self-efficacy, learning persistence, and learning anxiety all fully mediate the relationship between learning interest and learning effectiveness, as well as the relationship between curriculum-based ideological and political education and learning effectiveness. The corresponding paths of each mediating effect were tested by the Bootstrap asymmetric confidence interval significance test with 2000 sampling times. The confidence intervals do not contain 0, indicating that the mediating effects are significant. In college mathematical teaching activities, it is necessary to effectively carry out curriculum-based ideological and political education, arouse students’ interest in mathematics learning, cultivate students’ good sense of mathematical self-efficacy, learning persistence, and self-regulation ability, and continuously improve the learning effectiveness of college mathematics.