ORIGINAL RESEARCH article
Front. Psychol.
Sec. Educational Psychology
Volume 16 - 2025 | doi: 10.3389/fpsyg.2025.1638695
The Influence of Learning Interest on Complex Mathematical Problem-Solving Ability: The Mediating Effect of Classroom Disruptive Behavior and Self-Efficacy
Provisionally accepted
- 1Anyang Normal University, Anyang, China
- 2North China University of Water Conservancy and Electric Power, Zhengzhou, China
- 3Gyeongsang National University, Jinju-si, Republic of Korea
Select one of your emails
You have multiple emails registered with Frontiers:
Notify me on publication
Please enter your email address:
If you already have an account, please login
You don't have a Frontiers account ? You can register here
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, the study focuses on eighth-grade students in Taiwan, China, the United States, and Turkey, to deeply investigate the interaction mechanisms among students' learning interest (LI), classroom disruptive behavior (CDB), self-efficacy (SE), and complex mathematical problem-solving ability (CMPSA). The results indicate that 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.
Keywords: Learning interest, classroom disruptive behavior, self-efficacy, Complex Mathematical Problem-Solving Ability, MediatingEffect
Received: 31 May 2025; Accepted: 29 Sep 2025.
Copyright: © 2025 Wang, Xie, Zhou, Wang and Jin. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Lisha Wang, wanglisha391@163.com
Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.