From social and emotional learning to mathematics engagement: the mediating role of mathematical resilience

Source abstract

Introduction Mathematics engagement is often conceptualized primarily as a cognitive or instructional outcome. However, emerging research suggests that students' engagement in mathematics may also depend on social and emotional learning (SEL) competencies and their capacity to cope with academic challenge. This study examined whether SEL competencies contribute to middle school students' mathematics engagement both directly and indirectly through mathematical resilience. Method In this cross-sectional correlational study, data were collected from 373 middle school students in Konya, Türkiye, recruited through convenience sampling. A structural equation model was estimated to examine whether SEL competencies predict behavioral, cognitive, emotional, and social dimensions of mathematics engagement directly and indirectly through mathematical resilience. Results SEL significantly predicted mathematical resilience (β = 0.58, p < 0.001), and mathematical resilience strongly predicted mathematics engagement (β = 0.60, p < 0.001). SEL also retained a significant direct effect on engagement (β = 0.33, p < 0.001), while the indirect effect through mathematical resilience was significant, indicating partial mediation. Conclusion The findings suggest a dual pathway through which SEL competencies support mathematics engagement: by fostering resilience in response to mathematical difficulty and by directly supporting students' participation in classroom learning processes. These results highlight the importance of integrating SEL within mathematics education to support sustained engagement with mathematics; however, findings should be interpreted considering the cross-sectional design and convenience sampling.