From motivation to literacy: Chain mediation of learning habits and mathematical reasoning in mathematical literacy development

Understanding how learning motivation translates into mathematical literacy remains a critical yet underexplored question in educational research. This study proposes a chain mediation model in which learning motivation sequentially fosters learning habits and mathematical reasoning ability, ultimately enhancing mathematical literacy. Drawing on PISA 2022 data from 16,148 students across Hong Kong, Macao, and Taipei, structural equation modeling was employed to test the hypothesized pathways. Results reveal that learning motivation influences mathematical literacy through three distinct indirect routes: via learning habits, via mathematical reasoning ability, and most notably, through a sequential chain wherein learning habits strengthen mathematical reasoning ability, which in turn elevates mathematical literacy, accounting for 28.75% of the total indirect effect. The model exhibits structural invariance across the three regions, supporting its robustness. These findings refine expectancy-value theory by specifying the behavioral-cognitive cascade underlying mathematical literacy development and offer actionable guidance for designing sequenced educational interventions that cultivate motivation, habits, and mathematical reasoning in concert.