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- MakaleAçık Erişim2026Scopus SJRQ1Reading comprehension self-efficacy and mathematical problem-solving in primary education: a serial mediation model through mathematical reasoning and critical thinking
Filiz, Tunahan; Kaplan, Kadir
Introduction Mathematical problem-solving is fundamental for academic success and real-life challenges and involves more than procedural and computational skills. As most primary school mathematics problems are text-based, reading comprehension self-efficacy may be closely associated with students' performance in mathematical problem-solving. Grounded in Albert Bandura's social cognitive theory, this study examined the associations between reading comprehension self-efficacy and mathematical problem-solving, focusing on the sequential indirect associations involving of mathematical reasoning and critical thinking.Methods A quantitative, correlational research design was employed. The sample consisted of 518 fourth-grade students from 14 provinces across seven regions of T & uuml;rkiye. Data were collected using validated scales measuring reading comprehension self-efficacy, critical thinking, mathematical reasoning, and mathematical problem-solving skills. Data were analyzed using correlation analysis and regression-based mediation analysis.Results The findings revealed that mathematical reasoning and critical thinking partially accounted for the association between reading comprehension self-efficacy and mathematical problem-solving. The findings indicated significant indirect effects through critical thinking skills (beta = 0.18, K2 = 0.23), mathematical reasoning skills (beta = 0.04, K2 = 0.19), and the sequential pathway from mathematical reasoning to critical thinking (beta = 0.01, K2 = 0.03). Although the sequential mediation effect was statistically significant, its effect size was relatively small compared with the individual mediation effects, particularly that of critical thinking skills.Discussion These results highlight the interconnected roles of foundational cognitive processes in relation to higher-order mathematical problem-solving skills. The study contributes to the literature by emphasizing the relevance of considering reading comprehension self-efficacy, mathematical reasoning, and critical thinking as interconnected factors in early mathematics education.
- MakaleAçık Erişim2026Scopus SJRQ1Role of occupational self-efficacy and professional identity as mediators in the relationship between person-job fit and career sustainability among teachers
Demir, Mustafa; Yayla, Ibrahim Erdogan; Dombak, Kubra; Baloglu, Mustafa
Introduction Career sustainability has become increasingly important for teachers to maintain long-term professional engagement and effectiveness. This study examined the serial mediating roles of occupational self-efficacy and professional identity in the relationship between person-job fit and career sustainability among teachers.Methods The study employed a correlational survey design. A total of 390 teachers working in Turkiye participated in the study. Data were collected using the Career Sustainability Scale, the Person-Job Fit Scale, the Occupational Self-efficacy Scale, and the Perceived Professional Identity Scale. We tested the research hypotheses using a serial mediation analysis with Hayes' PROCESS Macro Model 6.Results The findings show positive and significant relationships among person-job fit, occupational self-efficacy, professional identity, and career sustainability. Although the direct effect of person-job fit on career sustainability is not statistically significant, the indirect effects via occupational self-efficacy and professional identity are significant. The serial mediation analysis further shows that person-job fit is related to teachers' occupational self-efficacy, which may, in turn, be related to their professional identity and, consequently, to career sustainability.Conclusion The findings indicate a significant indirect relationship between person-job fit and teachers' career sustainability, mediated by occupational self-efficacy and professional identity. These findings highlight the importance of holistically considering person-job fit, occupational self-efficacy, and professional identity for teacher career sustainability.
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