From social and emotional learning to mathematics engagement: the mediating role of mathematical resilience
Year: 2026
Type: article
Study design: Observational Study
Abstract: Introduction: Mathematics engagement is often conceptualized primarily as a cognitive or instructional outcome. However, emerging research suggests that students' engagement in mathematics may also depend on social and emotional learning (SEL) competencies and their capacity to cope with academic challenge. This study examined whether SEL competencies contribute to middle school students' mathematics engagement both directly and indirectly through mathematical resilience. Method: In this cross-sectional correlational study, data were collected from 373 middle school students in Konya, Türkiye, recruited through convenience sampling. A structural equation model was estimated to examine whether SEL competencies predict behavioral, cognitive, emotional, and social dimensions of mathematics engagement directly and indirectly through mathematical resilience. Results: < 0.001), while the indirect effect through mathematical resilience was significant, indicating partial mediation. Conclusion: The findings suggest a dual pathway through which SEL competencies support mathematics engagement: by fostering resilience in response to mathematical difficulty and by directly supporting students' participation in classroom learning processes. These results highlight the importance of integrating SEL within mathematics education to support sustained engagement with mathematics; however, findings should be interpreted considering the cross-sectional design and convenience sampling.
Source: Frontiers in Psychology
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: gold
Estimated APC paid: $3,801
OpenAlex ID: W7221543549