The influence of learning interest on complex mathematical problem-solving ability: the mediating effect of classroom disruptive behavior and self-efficacy

Abstract

Introduction The ability to solve complex mathematical problems has become a key indicator of students' mathematical literacy and innovative capacity.Methods Based on the TIMSS 2023 data and focused on eighth-grade students in Taiwan, China, the United States, and Turkey, the study investigates the interaction mechanisms among students' learning interest (LI), classroom disruptive behavior (CDB), self-efficacy (SE), and complex mathematical problem-solving ability (CMPSA) through constructing a structural equation model.Results LI, CDB, and SE are significantly correlated with CMPSA and can predict CMPSA. In addition, LI not only influences CMPSA directly, but also has an indirect effect through CDB and SE, including both parallel and chain mediation effects. Cross-cultural analysis further reveals significant regional differences in the impact mechanisms of CMPSA. To be specific, Taiwan, China is mainly characterized by the direct effect of LI, while the United States and Turkey rely on the indirect path of SE.Discussion These explorations systematically reveal the formation mechanism of CMPSA from the perspective of multidimensional interaction of cognition, emotion, and environment, enrich the cross-cultural theoretical framework of CMPSA, and provide empirical basis for optimizing mathematics teaching practices and formulating regionally adaptive intervention strategies under different education systems.