Predicting the influencing factors of secondary school students’ behavioral intention of mathematical problem-solving reflection by structural equation model
Bibliographic Data
| ID | 22235484 |
|---|---|
| Authors | Peijie Jiang (0000-0002-0534-6989, Hunan Normal University, corresponding author), Wenqian Lin (0000-0002-3480-3229, Hunan Normal University), Xiaomeng Ruan (Hunan Normal University), Jiaying Zhang (0009-0008-8122-2604, Hunan Normal University), Rong Xu (0000-0001-5651-4738, Hunan Normal University) |
| Year | 2025 |
| Volume | 12 |
| Issue | 1 |
| Publication date | 2025-12-09 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Humanities and Social Sciences Communications (JOURNAL) |
| Journal identifiers | ISSN: 2662-9992 • E-ISSN: 2662-9992 |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1057/s41599-025-06174-z |
| OpenAlex | W4417154441 |
| Language | EN |
| References cited | 44 |
Problem-solving reflection constitutes a crucial component of mathematical problem-solving, yet it has been underexplored in academic literature and educational practice. To identify the factors influencing students’ behavioral intention toward problem-solving reflection, this study developed a behavioral intention model based on the Theory of Planned Behavior. It administered a questionnaire to examine these influencing factors. The valid study sample comprised 479 secondary school students from central and western China, specifically spanning six consecutive grade levels from junior high school first year to senior high school third year in Hunan Province and Guangxi Zhuang Autonomous Region. Results demonstrated that the modified behavioral intention model for mathematical problem-solving reflection exhibited strong reliability, validity, model fit, robustness, and predictive power. In mathematical learning, problem-solving reflection knowledge, problem-solving habits, and subjective norms showed significant positive direct effects on behavioral intention toward problem-solving reflection, whereas problem-solving reflection attitude and self-efficacy demonstrated no statistically significant effects. These findings offer novel insights for related research, and the proposed model provides actionable guidance for educational administrators, schools, and mathematics teachers to identify, predict, and enhance students’ mathematical problem-solving literacy
Explanatory model · Structural equation modeling · Theory of planned behavior · Mathematics Education and Pedagogy · Mathematics Education and Teaching Techniques · Problem Solving Skills Development
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| Citation velocity | historical |
|---|---|
| Highly cited | No |