Examining the influence of ethnomodelling as second-order construct on students' problem-solving ability: the role of epistemological belief and mathematics self-efficacy

Abstract

Purpose The study aims to investigate the mediating role of mathematics self-efficacy and the moderating effect of epistemological belief on the nexus between ethnomodelling as a second-order construct and students' problem-solving ability. Design/methodology/approach Adopting a cross-sectional quantitative research design, the study collected data from 278 mathematics education students in the University of Skills Training and Entrepreneurial Development (USTED). The structural equation modeling (SEM) with 5,000 bootstrap samples and 95% bias-corrected confidence intervals via Amos (ver. 23) was employed to assess the hypothesized paths. Findings The study found that ethnomodelling significantly predicted mathematical self-efficacy and students' problem-solving ability. Moreover, epistemological belief significantly predicted students' problem-solving ability. In addition, mathematics self-efficacy partially mediates the nexus between ethnomodelling and students' problem-solving ability. Finally, epistemological belief positively moderates the nexus between ethnomodelling and students' problem-solving ability. Originality/value There are limited studies on the effect of ethnomodelling on the students’ problem-solving ability and their mathematical self-efficacy, as well as the mediating role of mathematics self-efficacy and the moderating effect of epistemological belief in the nexus of ethnomodelling and students problem-solving ability. This study adds to empirical studies by investigating the mediating role of mathematics self-efficacy and the moderating effect of epistemological belief in the nexus between ethnomodelling and students' problem-solving ability.