Abstract

The present study aimed to explore the mediating role of subjective academic well-being in the relationship between the three dimensions of mathematical resilience (value, struggle, and growth) and mathematical modeling competency among fifth grade students, as well as the moderating effect of gender on this relationship. The participants in this cross-sectional study consisted of 615 fifth-grade students, of whom 50.4% were female and 49.6% were male, with ages ranging from 10 to 13 years. A cross-sectional survey design was employed, utilizing a mathematical modeling test, mathematical resilience scale, and subjective academic well-being scale. The results indicated a positive and significant relationship between mathematical modeling competency, mathematical resilience, and subjective academic well-being. Multiple group mediation analysis revealed that the effect of value on mathematical modeling competency was mediated by subjective academic well-being. However, the dimensions of struggle and growth of mathematical resilience did not predict mathematical modeling competency through subjective academic well-being, although growth was found to predict mathematical modeling competency directly. Pairwise parameter comparisons showed no significant gender differences in the multiple group mediation analysis.

Keywords

References

• Adams, R. J., Wu, M. L., Cloney, D., Berezner, A., & Wilson, M. R. (2020). ACER ConQuest: Generalised Item Response Modelling Software. Australian Council for Educational Research.
• Arslan, G., & Wong, P. (2024). Embracing life's challenges: Developing a tool for assessing resilient mindset in second wave positive Psychology. Journal of Happiness and Health, 4(1), 1-10. https://doi.org/10.47602/johah.v4i1.53
• Arslan, G., Uzun, K., Güven, A. Z., & Gürsu, O. (2024). Psychological flexibility, self-compassion, subjective well-being, and substance misuse in college students: a serial mediation model. Journal of Ethnicity in Substance Abuse. Advance online publication. https://doi.org/10.1080/15332640.2024.2366981
• Arslan, G., Yıldırım, M., & Albertova, S. M. (2022). Development and initial validation of the Subjective Academic Wellbeing Measure: A new tool of youth wellbeing in school. Journal of Positive School Psychology, 6(1), 3-11. https://doi.org/10.47602/jpsp.v6i1.251
• Bajaj, B., Khoury, B., & Sengupta, S. (2022). Resilience and stress as mediators in the relationship of mindfulness and happiness. Frontiers in Psychology, 13, 771263. https://doi.org/10.3389/fpsyg.2022.771263
• Bishop, A. J. (1999). Mathematics teaching and values education—An intersection in need of research. Zentralblatt für Didaktik der Mathematik, 31(1), 1-4. https://doi.org/10.1007/s11858-999-0001-2
• Blanchflower, D., & Bryson, A. (2024). The gender well-being gap. Social Indicators Research, 173(3), 1-45. https://doi.org/10.1007/s11205-024-03334-7
• Blum, W., & Niss, M. (2024). Origin and Development of the Notion of Mathematical Modelling Competency/Competencies. In H.-S. Siller, G. Kaiser, & V. Geiger (Eds.), Researching mathematical modelling education in disruptive/challenging times (pp. 185-200). Springer.
• Borromeo-Ferri, R. (2018). Learning how to teach mathematical modeling in school and teacher education. Springer.
• Bücker, S., Nuraydin, S., Simonsmeier, B. A., Schneider, M., & Luhmann, M. (2018). Subjective well-being and academic achievement: A meta-analysis. Journal of Research in Personality, 74, 83-94. https://doi.org/10.1016/j.jrp.2018.02.007
• Burke, P. F., Rose, J. M., Fifer, S., Masters, D., Kuegler, S., & Cabrera, A. (2024). A new subjective well-being index using anchored best-worst scaling. Social Science Research, 120, 103013. https://doi.org/10.1016/j.ssresearch.2024.103013
• Cevikbas, M., Kaiser, G., & Schukajlow, S. (2022). A systematic literature review of the current discussion on mathematical modelling competencies: state-of-the-art developments in conceptualizing, measuring, and fostering. Educational Studies in Mathematics, 109(2), 205-236. https://doi.org/10.1007/s10649-021-10104-6
• Cevikbas, M., Mießeler, D., & Kaiser, G. (2025). Pre-service mathematics teachers’ experiences and insights into the benefits and challenges of using explanatory videos in flipped modelling education. ZDM–Mathematics Education, 57, 245-258. https://doi.org/10.1007/s11858-025-01650-x
• Dweck, C. S. (2007). Is math a gift? In S. J. Ceci & W. M. Williams (Eds.), Why aren’t more women in science? Top researchers debate the evidence (pp. 47-55). American Psychological Association.
• English, L. (2024). Design-Based Mathematical Modelling Within STEM Contexts. In J. Anderson & K. Makar (Eds.), The contribution of mathematics to school STEM education: Current understandings (pp. 181-199). Springer. https://doi.org/10.1007/978-981-97-2728-5_11
• Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education. McGraw-Hill Higher Education.
• Geiger, V., Galbraith, P., Niss, M., & Schmid, M. (2025). Identifying and describing generic, specific, and catalytic enablers of mathematical modelling. ZDM–Mathematics Education, 57, 289–302. https://doi.org/10.1007/s11858-025-01653-8
• Greefrath, G., Hertleif, C., & Siller, H.-S. (2018). Mathematical modelling with digital tools—a quantitative study on mathematising with dynamic geometry software. ZDM–Mathematics Education, 50, 233-244. https://doi.org/10.1007/s11858-018-0924-6
• Hair, J. F., Hult, G. T. M., Ringle, C. M., & Sarstedt, M. (2022). Partial least squares structural equation modeling (PLS-SEM). Sage.
• Hannula, M. S. (2020). Affect in mathematics education. In S. Lerman (Ed.), Encyclopedia of mathematics education (2 ed., pp. 32-36). Springer.
• Hilgard, E. R. (1980). The trilogy of mind: Cognition, affection, and conation. Journal of the History of the Behavioral Sciences, 16(2), 107-117. https://doi.org/10.1002/1520-6696(198004)16:2%3C107::AID-JHBS2300160202%3E3.0.CO;2-Y
• Hill, J. L., & Seah, W. T. (2023). Student values and wellbeing in mathematics education: perspectives of Chinese primary students. ZDM – Mathematics Education, 55(2), 385-398. https://doi.org/10.1007/s11858-022-01418-7
• Hill, J. L., Henderson, S., Bellocchi, A., & Olson, R. (2025). Managing and leveraging emotions for teaching and learning: gendered perspectives. In M. A. Peters & R. Heraud (Eds.), Encyclopedia of Educational Innovation (pp. 1-6). Springer. https://doi.org/10.1007/978-981-13-2262-4_338-1
• Julie, C. (2020). Modelling competencies of school learners in the beginning and final year of secondary school mathematics. International Journal of Mathematical Education in Science and Technology, 51(8), 1181-1195. https://doi.org/10.1080/0020739X.2020.1725165
• Kaiser, G. (2007). Modelling and modelling competencies in school. In C. Haines, P. Galbraith, W. Blum, & S. Khan (Eds.), Mathematical modelling (ICTMA 12): Education, engineering and economics (pp. 110-119). Horwood.
• Kooken, J., Welsh, M. E., Mccoach, D. B., Johnson-Wilder, S., & Lee, C. (2013, May). Measuring mathematical resilience: An application of the construct of resilience to the study of mathematics [Paper presentation]. American Educational Research Association (AERA) 2013 Annual Meeting, San Francisco, CA, USA.
• Kooken, J., Welsh, M. E., McCoach, D. B., Johnston-Wilder, S., & Lee, C. (2016). Development and validation of the mathematical resilience scale. Measurement and Evaluation in Counseling and Development, 49(3), 217-242. https://doi.org/10.1177/0748175615596782
• Law, H. Y. (2024). Values into pedagogical practices in mathematics: promoting prospective teachers’ ethical responsibility for making mathematics meaningful. In Y. Dede, G. Marschall, & P. Clarkson (Eds.), Values and Valuing in Mathematics Education: Moving Forward into Practice (pp. 73-97). Springer. https://doi.org/10.1007/978-981-99-9454-0_5
• Lee, C., & Johnston-Wilder, S. (2017). The construct of mathematical resilience. In U. X. Eligio (Ed.), Understanding emotions in mathematical thinking and learning (pp. 269-291). Elsevier.
• Lee, C., & Johnston-Wilder, S. (2024a). Introduction. In S. Johnston-Wilder & C. Lee (Eds.), The mathematical resilience book: How everyone can progress in mathematics (pp. 1-6). Routledge.
• Lee, C., & Johnston-Wilder, S. (2024b). Mathematical resilience. In S. Johnston-Wilder & C. Lee (Eds.), The mathematical resilience book: how everyone can progress in mathematics (pp. 9-24). Routledge.
• Lomas, T., Waters, L., Williams, P., Oades, L. G., & Kern, M. L. (2021). Third wave positive psychology: Broadening towards complexity. The Journal of Positive Psychology, 16(5), 660-674.
• MacKinnon, D. P. (2012). Introduction to statistical mediation analysis. Lawrence Erlbaum Associates.
• Maddux, J. E. (2021). Foreword. In C. R. Snyder, S. J. Lopez, L. M. Edwards, & S. C. Marques (Eds.), The Oxford handbook of positive psychology (3 ed., pp. xxi-xxii). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780199396511.001.0001
• Ministry of National Education of Türkiye. (2019). Akademik becerilerin izlenmesi ve değerlendirilmesi [Monitoring and assessment of academic skills]. Author.
• Mullis, I. V. S., Martin, M. O., Foy, P., Kelly, D. L., & Fishbein, B. (2020). TIMSS 2019 international results in mathematics and science. TIMSS & PIRLS International Study Center.
• Muthén, L. K., & Muthén, B. O. (2017). Mplus user’s guide. Muthén & Muthén.
• Noddings, N. (2003). Happiness and education. Cambridge University.
• Oberleiter, S., Fries, J., Schock, L. S., Steininger, B., & Pietschnig, J. (2023). Predicting cross-national sex differences in large-scale assessments of students' reading literacy, mathematics, and science achievement: Evidence from PIRLS and TIMSS. Intelligence, 100, 101784. https://doi.org/10.1016/j.intell.2023.101784
• Oishi, S., Diener, E., & Lucas, R. E. (2021). Subjective well-being: The science of happiness and life satisfaction. In C. R. Snyder, S. J. Lopez, L. M. Edwards, & S. C. Marques (Eds.), The Oxford handbook of positive psychology (3 ed., pp. 255-264). Oxford University Press.
• Olsson, C. A., Bond, L., Burns, J. M., Vella-Brodrick, D. A., & Sawyer, S. M. (2003). Adolescent resilience: A concept analysis. Journal of Adolescence, 26(1), 1-11. https://doi.org/10.1016/S0140-1971(02)00118-5
• Organization for Economic Co-operation and Development [OECD]. (2015). Do teacher-student relations affect students’ well-being at school? (PISA in Focus, No. 50). https://doi.org/10.1787/5js391zxjjf1-en
• Organization for Economic Co-operation and Development [OECD]. (2017). PISA 2015 results (Volume III): Students’ well-being. Author.
• Organization for Economic Co-operation and Development [OECD]. (2021). Sky’s the limit: growth mindset, students, and schools in PISA. Author.
• Organization for Economic Co-operation and Development [OECD]. (2023). PISA 2022 results (Volume I): The state of learning and equity in education. Author. https://doi.org/10.1787/53f23881-en
• Reitan, R. M., & Wolfson, D. (2000). Conation: A neglected aspect of neuropsychological functioning. Archives of Clinical Neuropsychology, 15(5), 443-453. https://doi.org/10.1093/arclin/15.5.443
• Schukajlow, S., Krawitz, J., Kanefke, J., Blum, W., & Rakoczy, K. (2023). Open modelling problems: cognitive barriers and instructional prompts. Educational Studies in Mathematics, 114(3), 417-438. https://doi.org/10.1007/s10649-023-10265-6
• Seah, W. T. (2019). Values in mathematics education: Its conative nature, and how it can be developed. Research in Mathematical Education, 22(2), 99-121.
• Seah, W. T., Pan, Y., & Zhong, J. (2022). How might values in mathematics learning affect the development of beliefs: An exploratory study with Chinese elementary students. Asian Journal for Mathematics Education, 1(1), 131-144. https://doi.org/10.1177/27527263221087739
• Siller, H.-S., Günster, S. M., & Geiger, V. (2024). Mathematics as a central focus in STEM – theoretical and practical insights from a special study program within pre-service (prospective) teacher education. In Y. Li, Z. Zeng, & N. Song (Eds.), Disciplinary and Interdisciplinary Education in STEM: Changes and Innovations (pp. 317-343). Springer. https://doi.org/10.1007/978-3-031-52924-5_15
• Spreitzer, C., Straser, O., Zehetmeier, S., & Maaß, K. (2024). Mathematical modelling abilities of artificial intelligence tools: The case of ChatGPT. Education Sciences, 14(7), 698. https://doi.org/10.3390/educsci14070698
• Tiberius, V. (2018). Well-being as value fulfilment: How we can help each other to live well. Oxford University Press.
• Vera Gil, S. (2024). The Influence of gender on academic performance and psychological resilience, and the relationship between both: understanding the differences through gender stereotypes. Trends in Psychology, 30, 1–20. https://doi.org/10.1007/s43076-024-00370-7
• von Davier, M., Kennedy, A., Reynolds, K., Fishbein, B., Khorramdel, L., Aldrich, C., Bookbinder, A., Bezirhan, U., & Yin, L. (2024). TIMSS 2023 International Results in Mathematics and Science. Boston College, TIMSS & PIRLS International Study Center. https://doi.org/10.6017/lse.tpisc.timss.rs6460
• Warm, T. A. (1989). Weighted likelihood estimation of ability in item response theory. Psychometrika, 54(3), 427-450. https://doi.org/10.1007/BF02294627
• Wiehe, K., Schukajlow, S., Krawitz, J., & Rakoczy, K. (2025). Openness in mathematical modelling: Do experiences of competence and autonomy mediate the effects of an intervention on modelling problems on task values and cost? ZDM – Mathematics Education, 57, 519–534. https://doi.org/10.1007/s11858-025-01670-7
• Wright, B. D., Linacre, J. M., Gustafson, J. E., & Martin-Lof, P. (1994). Reasonable mean-square fit values. Rasch Measurement Transactions, 8(3), 370.
• Yao, Y., Kong, Q., & Cai, J. (2018). Investigating elementary and middle school students’ subjective well-being and mathematical performance in Shanghai. International Journal of Science and Mathematics Education, 16, 107-127. https://doi.org/10.1007/s10763-017-9827-1
• Yeager, D. S., & Dweck, C. S. (2012). Mindsets that promote resilience: When students believe that personal characteristics can be developed. Educational Psychologist, 47(4), 302-314. https://doi.org/10.1080/00461520.2012.722805

License

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.