Determinants of student discussion participation in the mathematical collaborative problem-solving process using PLS-SEM and FsQCA.

The Organisation for Economic Co-operation and Development (OECD) asserts that Collaborative Problem-Solving (CPS) is an essential skill for students, also assessed in the Programme for International Student Assessment (PISA). Yet, research on how factors influence student discussion participation in the Mathematical Collaborative Problem-Solving Process remains limited. This paper integrates the Theory of Planned Behavior (TPB) and Self-Determination Theory (SDT) to explore factors that are related to student discussion participation during mathematical collaborative problem solving. The study collected data from 406 respondents from Guangxi, China, which has implemented collaborative problem-solving processes in recent years. The data were analyzed using Structural Equation Modeling (SEM) and fuzzy-set qualitative comparative analysis (fsQCA) approaches. The SEM results indicate that 11 out of 13 factors significantly influence discussion participation in discussions during mathematical collaborative problem solving. The fsQCA identified three solutions consisting of various combinations of elements that can lead to high student discussion participation in CPS. These fsQCA results complement the SEM findings by offering an asymmetric perspective. Together, these findings offer practical implications for mathematics teachers and school leaders. Specifically, they underscore the importance of cultivating positive attitudes, supporting students' sense of autonomy and competence, and creating classroom environments that encourage peer interaction and collective problem-solving. By applying these insights, educators can design more effective CPS activities that actively engage students and improve learning outcomes.