Research on the impact of the promotion of ideological and political education in university mathematics courses and the stimulation of learning interest on learning effectiveness

作者：Cheng Liu, Zhenyi Ji · 发表于：Frontiers in Psychology · 年份：2025 · DOI：10.3389/fpsyg.2025.1545198 · 被引用次数：3 · 研究领域：Ideological and Political Education

The learning effectiveness of college mathematics is influenced by multiple factors. Starting from the perspective of stimulating learning interest and promoting curriculum-based ideological and political education, a structural equation model was used to study the impact of learning interest and curriculum-based ideological and political education on the learning effectiveness of mathematics. The research results show that (1) both learning interest (standardized direct effect β = 0.512, p < 0.001) and curriculum-based ideological and political education (standardized direct effect β = 0.127, p < 0.001) have a significant positive impact on the learning effectiveness of mathematics. In terms of the total effect, the total effect of learning interest on learning effectiveness is 0.581, and the total effect of curriculum-based ideological and political education on learning effectiveness is 0.240. It can be seen that learning interest has a more significant impact on learning effectiveness; (2) Self-efficacy (standardized direct effect β = 0.460, p < 0.001) and learning persistence (standardized direct effect β = 0.495, p < 0.001) both have a significant positive impact on the learning effectiveness of mathematics, while learning anxiety (standardized direct effect β = 0.404, p < 0.001) has a significant negative impact on the learning effectiveness of mathematics; (3) Self-efficacy, learning persistence, and learning anxiety all fully mediat...