Mathematical resilience and mathematical modeling competency: Exploring the mediation effect of subjective academic well-being

The present study aimed to explore the mediating role of subjective academic well-being in the relationship between the three dimensions of mathematical resilience (value, struggle, and growth) and mathematical modeling competency among fifth grade students, as well as the moderating effect of gender on this relationship. The participants in this cross-sectional study consisted of 615 fifth-grade students, of whom 50.4% were female and 49.6% were male, with ages ranging from 10 to 13 years. A cross-sectional survey design was employed, utilizing a mathematical modeling test, mathematical resilience scale, and subjective academic well-being scale. The results indicated a positive and significant relationship between mathematical modeling competency, mathematical resilience, and subjective academic well-being. Multiple group mediation analysis revealed that the effect of value on mathematical modeling competency was mediated by subjective academic well-being. However, the dimensions of struggle and growth of mathematical resilience did not predict mathematical modeling competency through subjective academic well-being, although growth was found to predict mathematical modeling competency directly. Pairwise parameter comparisons showed no significant gender differences in the multiple group mediation analysis.