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The impact of the mathematical adversity quotient on preparatory students’ mathematics learning engagement: moderated mediation effect analysis

Year: 2026
Type: article
Study design: Observational Study
Abstract: This study investigated how preparatory students' engagement in mathematics emerges from the interplay between internal resources, emotional states, and the classroom context. A sample of 484 preparatory students completed the Mathematical Adversity Quotient Scale, Math Anxiety Scale, Teacher Support Scale, and Mathematics Learning Engagement Scale. Using PROCESS (Model 4 and Model 15), we tested a moderated mediation framework in which math anxiety mediates the effect of the Mathematical Adversity Quotient (MAQ) on engagement, and teacher support moderates the MAQ → mathematics learning engagement and math anxiety → mathematics learning engagement paths. The results indicated that MAQ positively predicted mathematics engagement both directly and indirectly via reduced math anxiety. Teacher support exhibited a double-edged moderating role: it amplified the positive association between MAQ and engagement, yet intensified the negative association between math anxiety and engagement at higher levels of support. These findings refine the person-environment framework of learning engagement by demonstrating that teacher support can simultaneously amplify the positive influence of internal coping resources while intensifying the negative impact of math anxiety on engagement. Practically, preparatory mathematics programs should focus on developing students' MAQ, shift from universal to diagnostic support that prioritizes psychological safety for highly anxious students, and take advantage of the transitional nature of the preparatory stage by strengthening resilience alongside knowledge remediation.
DOI: 10.3389/fpsyg.2026.1725090
Language: English
Field: Psychology
Open Access status: gold
Estimated APC paid: $3,801
OpenAlex ID: W7139123729
FWCI: 32.1
Cites: 64
Cited by: 6
Related to: 10