Predicting the influencing factors of secondary school students’ behavioral intention of mathematical problem-solving reflection by structural equation model

Abstract Problem-solving reflection constitutes a crucial component of mathematical problem-solving, yet it has been underexplored in academic literature and educational practice. To identify the factors influencing students’ behavioral intention toward problem-solving reflection, this study developed a behavioral intention model based on the Theory of Planned Behavior. It administered a questionnaire to examine these influencing factors. The valid study sample comprised 479 secondary school students from central and western China, specifically spanning six consecutive grade levels from junior high school first year to senior high school third year in Hunan Province and Guangxi Zhuang Autonomous Region. Results demonstrated that the modified behavioral intention model for mathematical problem-solving reflection exhibited strong reliability, validity, model fit, robustness, and predictive power. In mathematical learning, problem-solving reflection knowledge, problem-solving habits, and subjective norms showed significant positive direct effects on behavioral intention toward problem-solving reflection, whereas problem-solving reflection attitude and self-efficacy demonstrated no statistically significant effects. These findings offer novel insights for related research, and the proposed model provides actionable guidance for educational administrators, schools, and mathematics teachers to identify, predict, and enhance students’ mathematical problem-solving literacy.