Learning engagement as moderator between self-efficacy, math anxiety, use of diagrams, and complex plane problem-solving

Yuno Shimizu

doi:10.29333/ejmste/15956

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Yuno Shimizu ¹ ^*

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¹ Faculty of Letters, Kokushikan University, Tokyo, JAPAN^* Corresponding Author

Abstract

Previous research has shown that affect and heuristics influence mathematical problem-solving, but how learning engagement contributes to this process has yet to be thoroughly investigated statistically. This study examines whether learning engagement moderates the relationship between self-efficacy, math anxiety, use of diagrams, and complex plane problem-solving performance. This questionnaire-based survey involved 240 Japanese 11th-grade high school students. The results of the multiple-group structural equation modelling revealed that (1) self-efficacy was positively related to the use of diagrams and, directly and indirectly, positively associated with complex plane problem-solving performance despite learning engagement; (2) math learning anxiety was positively related to the use of diagrams and indirectly positively associated with complex plane problem-solving performance at higher levels of learning engagement; and (3) the use of diagrams was positively related to complex plane problem-solving performance despite learning engagement. The findings suggest that learning engagement moderates the associations between affect, heuristics and mathematical problem-solving.

Keywords

self-efficacy
math anxiety
use of diagrams
complex plane problem-solving
learning engagement

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 21, Issue 2, February 2025, Article No: em2586

https://doi.org/10.29333/ejmste/15956

Publication date: 13 Feb 2025

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How to cite this article

APA

Shimizu, Y. (2025). Learning engagement as moderator between self-efficacy, math anxiety, use of diagrams, and complex plane problem-solving. Eurasia Journal of Mathematics, Science and Technology Education, 21(2), em2586. https://doi.org/10.29333/ejmste/15956

Vancouver

Shimizu Y. Learning engagement as moderator between self-efficacy, math anxiety, use of diagrams, and complex plane problem-solving. EURASIA J Math Sci Tech Ed. 2025;21(2):em2586. https://doi.org/10.29333/ejmste/15956

AMA

Shimizu Y. Learning engagement as moderator between self-efficacy, math anxiety, use of diagrams, and complex plane problem-solving. EURASIA J Math Sci Tech Ed. 2025;21(2), em2586. https://doi.org/10.29333/ejmste/15956

Chicago

Shimizu, Yuno. "Learning engagement as moderator between self-efficacy, math anxiety, use of diagrams, and complex plane problem-solving". Eurasia Journal of Mathematics, Science and Technology Education 2025 21 no. 2 (2025): em2586. https://doi.org/10.29333/ejmste/15956

Harvard

Shimizu, Y. (2025). Learning engagement as moderator between self-efficacy, math anxiety, use of diagrams, and complex plane problem-solving. Eurasia Journal of Mathematics, Science and Technology Education, 21(2), em2586. https://doi.org/10.29333/ejmste/15956

MLA

Shimizu, Yuno "Learning engagement as moderator between self-efficacy, math anxiety, use of diagrams, and complex plane problem-solving". Eurasia Journal of Mathematics, Science and Technology Education, vol. 21, no. 2, 2025, em2586. https://doi.org/10.29333/ejmste/15956