ArticleFrontiers in psychology2026
Mathematics self-efficacy and resilience link ICT use to mathematical literacy: the moderating role of mathematics anxiety.
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
Introduction: Digital technologies offer dynamic representations, immediate feedback, and autonomous inquiry in mathematics learning. Yet the association between ICT use and mathematical literacy may depend on students' psychological resources and emotions. Drawing on social cognitive theory, this study examined the indirect roles of mathematics self-efficacy and mathematics resilience and the moderating role of mathematics anxiety. Methods: Data were drawn from 34,406 students in PISA 2022 from Japan, Korea, Singapore, Macao, Chinese Taipei, and Hong Kong. Observed-variable path analysis tested independent and serial indirect pathways, while interaction terms and simple slope analyses assessed moderation. Analyses incorporated the final student weight and were estimated across the 10 plausible values for mathematical literacy. Results: ICT use was positively associated with mathematical literacy (β = 0.026, Discussion: ICT use was linked to mathematical literacy mainly through competence beliefs and adaptive psychological resources. Mathematics self-efficacy represented the central pathway, whereas mathematics resilience played a complementary role under difficulty and stress. The asymmetric moderating pattern of mathematics anxiety highlights the need for digital mathematics instruction combining technology use, task design, supportive feedback, and emotional support.
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