Reading comprehension self-efficacy and mathematical problem-solving in primary education: a serial mediation model through mathematical reasoning and critical thinking

IntroductionMathematical 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.MethodsA quantitative, correlational research design was employed. The sample consisted of 518 fourth-grade students from 14 provinces across seven regions of Türkiye. 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.ResultsThe 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 (β = 0.18, K2 = 0.23), mathematical reasoning skills (β = 0.04, K2 = 0.19), and the sequential pathway from mathematical reasoning to critical thinking (β = 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.DiscussionThese 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.