{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,9,24]],"date-time":"2026-09-24T06:04:26Z","timestamp":1790229866497,"version":"4.1.0"},"reference-count":70,"publisher":"Frontiers Media SA","license":[{"start":{"date-parts":[[2026,9,24]],"date-time":"2026-09-24T00:00:00Z","timestamp":1790208000000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":["frontiersin.org"],"crossmark-restriction":true},"short-container-title":["Front. Psychol."],"abstract":"<jats:sec>\n                    <jats:title>Introduction<\/jats:title>\n                    <jats:p>Digital technologies offer dynamic representations, immediate feedback, and autonomous inquiry in mathematics learning. Yet the association between ICT use and mathematical literacy may depend on students' psychological resources and emotions. Drawing on social cognitive theory, this study examined the indirect roles of mathematics self-efficacy and mathematics resilience and the moderating role of mathematics anxiety.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>Data were drawn from 34,406 students in PISA 2022 from Japan, Korea, Singapore, Macao, Chinese Taipei, and Hong Kong. Observed-variable path analysis tested independent and serial indirect pathways, while interaction terms and simple slope analyses assessed moderation. Analyses incorporated the final student weight and were estimated across the 10 plausible values for mathematical literacy.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>\n                      ICT use was positively associated with mathematical literacy (\u03b2 = 0.026,\n                      <jats:italic>p<\/jats:italic>\n                      &amp;lt; 0.001), mathematics self-efficacy (\u03b2 = 0.311,\n                      <jats:italic>p<\/jats:italic>\n                      &amp;lt; 0.001), and mathematics resilience (\u03b2 = 0.184,\n                      <jats:italic>p<\/jats:italic>\n                      &amp;lt; 0.001). Mathematics self-efficacy was positively associated with mathematics resilience (\u03b2 = 0.378,\n                      <jats:italic>p<\/jats:italic>\n                      &amp;lt; 0.001) and was the strongest psychological correlate of mathematical literacy (\u03b2 = 0.492,\n                      <jats:italic>p<\/jats:italic>\n                      &amp;lt; 0.001). All indirect effects were significant. The pathway through mathematics self-efficacy accounted for 81.17% of the total effect, whereas pathways involving mathematics resilience were much smaller. Mathematics anxiety weakened the association between mathematics self-efficacy and mathematical literacy (\u03b2 = \u22120.016,\n                      <jats:italic>p<\/jats:italic>\n                      = 0.002) but strengthened the association between mathematics resilience and mathematical literacy (\u03b2 = 0.010,\n                      <jats:italic>p<\/jats:italic>\n                      = 0.032).\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Discussion<\/jats:title>\n                    <jats:p>ICT use was linked to mathematical literacy mainly through competence beliefs and adaptive psychological resources. Mathematics self-efficacy represented the central pathway, whereas mathematics resilience played a complementary role under difficulty and stress. The asymmetric moderating pattern of mathematics anxiety highlights the need for digital mathematics instruction combining technology use, task design, supportive feedback, and emotional support.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.3389\/fpsyg.2026.1955686","type":"journal-article","created":{"date-parts":[[2026,9,24]],"date-time":"2026-09-24T05:44:14Z","timestamp":1790228654000},"update-policy":"https:\/\/doi.org\/10.3389\/crossmark-policy","source":"Crossref","is-referenced-by-count":0,"title":["Mathematics self-efficacy and resilience link ICT use to mathematical literacy: the moderating role of mathematics anxiety"],"prefix":"10.3389","volume":"17","author":[{"given":"Jinhai","family":"Liu","sequence":"first","affiliation":[{"name":"School of Mathematics and Statistics, Henan Normal University","place":["Xinxiang, China"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Lulu","family":"Ren","sequence":"additional","affiliation":[{"name":"School of Mathematics and Statistics, Henan Normal University","place":["Xinxiang, China"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Zhenping","family":"Wang","sequence":"additional","affiliation":[{"name":"School of Mathematics and Statistics, Henan Normal University","place":["Xinxiang, China"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Shuang","family":"Gao","sequence":"additional","affiliation":[{"name":"School of Mathematics and Statistics, Xinyang Normal University","place":["Xinyang, China"]}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"1965","published-online":{"date-parts":[[2026,9,24]]},"reference":[{"key":"B1","volume-title":"Social Foundations of Thought and Action: A Social Cognitive Theory","author":"Bandura","year":"1986"},{"key":"B2","doi-asserted-by":"publisher","first-page":"134","DOI":"10.1037\/bul0000307","article-title":"A meta-analysis of the relation between math anxiety and math achievement","volume":"147","author":"Barroso","year":"2021","journal-title":"Psychol. 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