ArticleFrontiers in psychology2026
The impact of the mathematical adversity quotient on preparatory students' mathematics learning engagement: moderated mediation effect analysis.
Article in Frontiers in psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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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.
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