Fig 1.
Theoretical moderated mediation model.
The diagram illustrates the hypothesized relationships between intellectual curiosity (IC), self-efficacy (SE), perseverance (PE), and mathematical problem-solving ability (MPSA). Solid arrows represent direct effects: IC is hypothesized to directly influence MPSA (Path c; H1) and SE (Path a; H2a). SE is predicted to directly influence MPSA (Path b; H2b), constituting an indirect effect of IC on MPSA via SE (H2). Dashed lines from PE indicate its hypothesized moderating effects on three paths: (1) the relationship between IC and SE, (2) the direct relationship between IC and MPSA (Path ), and (3) the relationship between SE and MPSA (collectively, H3). Additionally, the model will be tested for heterogeneity across gender and economic, social, and cultural status (ESCS) groups through multigroup analysis (H4). All variables are conceptualized as latent constructs.
Table 1.
The descriptive statistics and correlation analysis.
Table 2.
The results of independent-samples t tests by gender.
Table 3.
The results of one-way ANOVA by ESCS.
Table 4.
The relationships among intellectual curiosity, self-efficacy, perseverance, and mathematical problem-solving ability.
Table 5.
The standardized mediation effects of self-efficacy.
Fig 2.
The Structural Equation Model of Mathematical Problem-Solving Ability.
The structural equation model shows the direct and indirect effects among intellectual curiosity (IC), self-efficacy (SE), perseverance (PE), and mathematical problem-solving ability (MPSA). Standardized path coefficients are displayed, with all paths significant, supporting H1 and H2.
Table 6.
The moderated mediation analysis of perseverance.
Fig 3.
The analysis results of simple slope plot.
The moderating effects of PE on three key paths (H3). PE negatively moderates the effect of IC on SE; PE negatively moderates the direct effect of IC on MPSA; PE positively moderates the effect of SE on MPSA. These patterns reveal PE’s dual role of “inhibiting input and amplifying output” in the motivational process. Additionally, cross-group comparisons (H4) indicated significant heterogeneity in the mediating mechanism across gender and ESCS groups.
Table 7.
The gender subgroup analysis of mediation effects of self-efficacy.
Table 8.
The subgroup analysis of mediation effects of self-efficacy by ESCS.