Abstract
Abstract
This study evaluated the mediating role of metacognitive monitoring and the moderating role of affective engagement on the relationship between self-perceived cognitive drivers (conceptual reasoning and procedural fluency) and mathematical problem-solving success among tertiary students in Ghana. Utilizing a quantitative descriptive survey design, data were collected from 490 undergraduate students at a selected university of skills training through structured questionnaires. Preliminary data screening involved exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) using SPSS (version 26) and AMOS (version 23), alongside psychometric evaluations verifying internal consistency, composite reliability, convergent validity, and discriminant validity. Covariance-Based Structural Equation Modeling (CB-SEM) was subsequently executed to test simultaneous direct, indirect, and interaction pathways. The findings revealed that both conceptual reasoning (β = 0.389, p < .001) and procedural fluency (β = 0.116, p = .022) exerted positive and significant direct influences on problem-solving success. Furthermore, metacognitive monitoring partially mediated the relationship between conceptual reasoning and problem-solving success (indirect effect = 0.144, p < .001). Additionally, affective engagement significantly moderated the relationship between procedural fluency and problem-solving success (β = 0.036, p = .008), demonstrating that emotional investment acts as a vital catalyst amplifying the benefits of procedural skills. The study underscores the necessity of moving beyond isolated cognitive metrics by integrating deep structural understanding, active self-regulation, and emotionally secure learning environments into technical mathematics curricula.