The Mediator Effect of Motivation in the Relationship Between Reading Comprehension and Word Problem Solving of Junior High School Students: A Systematic Literature Review

This systematic literature review aims to summarize the empirical data currently available on this mediation effect of motivation in the connection between word problem solving and reading comprehension in order provide light in this field and identify any gaps that should guide future research. In finding relevant articles published between 2015 and 2025, a thorough search was performed using a number of scholarly databases together with programs like ERIC and PsycINFO. Following PRISMA guidelines, inclusion and exclusion criteria were applied. Titles, abstracts, and full texts were all assessed during the screening phase, and the results of relevant literature were compiled using thematic synthesis. Following full-text evaluation, no articles satisfied all inclusion requirements, indicating a large empirical evidence gap on the study. Empirical gap is shown by the lack of relevant studies, highlighting the urgent need for focused empirical study on the how motivation specifically influences or mediates this relationship.

Reading Comprehension, Motivation, Word Problem Solving and Junior High School Students

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