Exploring the mediating role of curiosity and confidence between digital interaction and math achievement

The association between digital interaction and math achievement has been expansively investigated. However, the role of mechanisms such as curiosity and math confidence in this relationship is not well established. Guided by the self-determination theory, the current study explored the mediating role of curiosity and math confidence in the relationship between digital interaction and math achievement among 15-year-olds (N = 613,744) who participated in the Programme for International Student Assessment (PISA) 2022. Using a partial least-squares structural equation modeling (PLS-SEM) approach, the results revealed a significant negative association between digital interaction and math achievement. The findings also show that increased curiosity and math confidence enhanced math achievement. Finally, curiosity and math confidence positively and significantly mediated the relationship between digital interaction and math achievement. By integrating curiosity and math confidence as self-determination theory aligned motivational mechanisms within a large-scale PLS-SEM framework, this study extends the theory to explain how digital interaction influences achievement through internal psychological pathways.