Mathematical reasoning and computational thinking in problem-solving: self-efficacy as a mediator among shandong high school students

Abstract

This research investigates the associations among mathematical reasoning competence, computational thinking, and problem-solving achievement among high school students, specifically examining the mediating role of mathematics self-efficacy beliefs in Shandong Province, China. The model treats mathematical reasoning competence as a manifest indicator, operationalized as the sum of deductive reasoning, inductive reasoning, and pattern recognition. The strategy adopted is structural equation modeling, applying a mediation model to test the assumptions that mathematical reasoning competence and computational thinking have both direct and indirect effects, simultaneously influencing problem-solving achievement. The results indicate a direct association between mathematical reasoning competence, computational thinking, and problem-solving achievement, highlighting a statistically significant direct influence of mathematical reasoning competence and computational thinking on problem-solving achievement. The CFA item-level results supported a three-task family structure: Deductive, Inductive, Pattern Recognition, aggregated into a family named Family 3, and summed into a single indicator, making mathematical reasoning a latent factor with three indicators. Additionally, mathematics self-efficacy beliefs partially mediated this effect, explaining 18% of the total effect of mathematical reasoning competence, as well as 24% for computational thinking, related to problem-solving competence. The results confirm the significance of cultivating both problem-solving and motivational beliefs alongside mathematical competence.