From social and emotional learning to mathematics engagement: the mediating role of mathematical resilience
5 affiliations
- 1Ahmet Keleşoglu Education Faculty, Necmettin Erbakan University, Konya, Türkiye.
- 2Manchester Institute of Education, The University of Manchester, Manchester, United Kingdom.
- 3Distance Education Application and Research Center, Social Sciences University of Ankara, Ankara, Türkiye.
- 4University of Salford, Manchester, United Kingdom.
- 5National Ministry of Education, Konya, Türkiye.
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.
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BibTeX
@article{alemdar2026from,
title = {{From social and emotional learning to mathematics engagement: the mediating role of mathematical resilience}},
author = {Melek Alemdar and Mahmut Sami Yiǧiter and Betül Gever},
journal = {Frontiers in Psychology},
year = {2026},
month = oct,
doi = {10.3389/fpsyg.2026.1827619},
url = {https://doi.org/10.3389/fpsyg.2026.1827619},
note = {CC BY 4.0},
}
RIS
TY - JOUR
TI - From social and emotional learning to mathematics engagement: the mediating role of mathematical resilience
AU - Melek Alemdar
AU - Mahmut Sami Yiǧiter
AU - Betül Gever
PY - 2026
DA - 2026/10/12
JO - Frontiers in Psychology
DO - 10.3389/fpsyg.2026.1827619
UR - https://doi.org/10.3389/fpsyg.2026.1827619
AB - 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.
SN - 1664-1078
ER -