The Mediating Effect of the Learning Environment on the Relationship Between Adaptive Reasoning and Mathematical Engagement among First-Year Students

The study aimed to determine the learning environment's mediating effect on the relationship between adaptive reasoning and mathematical engagement among first- year students. The study was quantitative, non-experimental research that utilized descriptive-correlational and mediation analyses. Using stratified random sampling, specifically proportional allocation for the sampling techniques, and Slovin’s formula with a 0.05 margin of error for the sample size, 258 randomly selected students across all programs were the respondents. Results showed high levels of adaptive reasoning, mathematical engagement, and learning environment. Results also revealed significant relationships between adaptive reasoning and mathematical engagement, between adaptive reasoning and learning environment, and between learning environment and mathematical engagement. Moreover, the results showed that the learning environment partially mediated the relationship between adaptive reasoning and mathematical engagement.