Shaping students’ creative problem-solving skills through cognitive activation strategies: The mediating role of mathematics anxiety and perseverance

IF 5.3 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity Pub Date : 2026-06-01 Epub Date: 2025-11-22 DOI:10.1016/j.tsc.2025.102083

Shengqing He , Chunxia Qi , Leifeng Xiao , Jinsi Hao

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Abstract

This study examines the intricate relationships among cognitive activation strategies, mathematics anxiety, and perseverance in shaping students’ creative problem-solving skills. Using structural equation modeling to analyze survey data from 20,052 students in 72 secondary schools in China, this study reveals that (1) Cognitive activation strategies have a direct and significant impact on students’ creative problem-solving skills; (2) Mathematics anxiety and perseverance act as mediators in the relationship between cognitive activation strategies and students’ creative problem-solving skills, with perseverance exerting a more pronounced influence than mathematics anxiety; and (3) Mathematics anxiety and perseverance act as sequential mediators in the relationship between cognitive activation strategies and students’ creative problem-solving skills. The findings of this study shed productive insights into understanding the intricate relationships among pedagogical approaches, creative skills, and emotional and volitional factors. The implications of these findings for mathematics education practice are discussed, and possible avenues for future research are suggested.

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认知激活策略对学生创造性问题解决能力的塑造：数学焦虑与毅力的中介作用

本研究探讨了认知激活策略、数学焦虑和毅力在塑造学生创造性解决问题能力方面的复杂关系。采用结构方程模型对中国72所中学20,052名学生的调查数据进行分析，结果表明：(1)认知激活策略对学生创造性问题解决能力有直接且显著的影响；(2)数学焦虑和毅力在认知激活策略与学生创造性问题解决能力的关系中起中介作用，毅力的影响比数学焦虑的影响更显著；(3)数学焦虑和毅力在认知激活策略与学生创造性问题解决能力的关系中起序贯中介作用。这项研究的发现为理解教学方法、创造性技能、情感和意志因素之间的复杂关系提供了富有成效的见解。讨论了这些发现对数学教育实践的意义，并提出了未来研究的可能途径。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Thinking Skills and Creativity EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.40

自引率

16.20%

发文量

172

审稿时长

76 days

期刊介绍： Thinking Skills and Creativity is a new journal providing a peer-reviewed forum for communication and debate for the community of researchers interested in teaching for thinking and creativity. Papers may represent a variety of theoretical perspectives and methodological approaches and may relate to any age level in a diversity of settings: formal and informal, education and work-based.