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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 SJRQ2The mediating and moderating role of mathematical problem-solving skills in the relationship between primary school students' number sense and mathematics self-efficacy
Filiz, Tunahan; Kılıç, Zeliha
The present study analyzed the mediating and moderating role of mathematical problem-solving skills in the association between number sense and mathematics self-efficacy of primary school students. The present study employed the relational survey model, a quantitative research method, and utilized structural equation modeling for analysis. The study's sample group consisted of 307 fourth-grade primary school students. The Number Sense Test, the Mathematics Self-Efficacy Scale, and the Mathematical Problem Solving Scale were utilized as data collection instruments. The study's findings indicated a positive and significant relationship between number sense, mathematical problem solving, and mathematics self-efficacy among primary school pupils. The study indicated that students' mathematical problem-solving skills mediated between number sense and mathematics self-efficacy. The study demonstrated that number sense, mathematical self-efficacy, and problem-solving abilities are positively interrelated, highlighting the need for instructional designs and teacher training programs that integrate authentic, real-life problem-solving experiences to strengthen these interconnected skills in mathematics education. These findings suggest that integrating number sense development with structured problem-solving experiences may support students’ confidence in mathematics. Such instructional approaches may contribute to strengthening interconnected mathematical competencies in primary education.
