ArticlePloS one2020
The role of cognitive and non-cognitive factors in mathematics achievement: The importance of the quality of the student-teacher relationship in middle school.
Article in PloS one, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 15 papers, 3 of them syntheses that pooled it.
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Who cites it
15 citing papers in PubMed, 3 syntheses or guidelines pooled it, 68 citations in OpenAlex.
- Pooled it
- Anxiety and Teacher-Student Relationships in Secondary School: A Systematic Literature Review.Child psychiatry and human development · 2025Pooled it
- Working Memory and Its Mediating Role on the Relationship of Math Anxiety and Math Performance: A Meta-Analysis.Frontiers in psychology · 2021Pooled it
- How teachers' dominant interpersonal behavior shapes student emotions in mathematics classrooms: a multimodal voice analysis and critical incident study.Frontiers in psychology · 2026Article
- Predicting students' performance on geometric problem-solving tasks: the roles of cognitive reflection, fluid intelligence, and mathematical beliefs.Frontiers in psychology · 2026Article
- Toward a decent learning theory: a structural-psychological framework for understanding students' appraisals of learning.Frontiers in psychology · 2026Article
- The Abbreviated Math Anxiety Scale (AMAS): Applicability and Utility in a Sample of Japanese Elementary School Children.International journal of psychology : Journal international de psychologie · 2025Article
- Maths anxiety and subjective perception of control, value and success expectancy in mathematics.Royal Society open science · 2023Article
- Investigating Latent Interactions between Students' Affective Cognition and Learning Performance: Meta-Analysis of Affective and Cognitive Factors.Behavioral sciences (Basel, Switzerland) · 2023Article
- Article
- The Impact of Achievements in Mathematics on Cognitive Ability in Primary School.Brain sciences · 2022Article
- Innate ability, health, motivation, and social capital as predictors of students' cognitive, affective and psychomotor learning outcomes in secondary schools.Frontiers in psychology · 2022Article
- Learning a new geometric concept: The role of working memory and of domain-specific abilities.The British journal of educational psychology · 2021Article
- Comorbid Learning Difficulties in Reading and Mathematics: The Role of Intelligence and In-Class Attentive Behavior.Frontiers in psychology · 2020Article
- Testing the Functional Profiles of School Refusal Behavior and Clarifying Their Relationship With School Anxiety.Frontiers in public health · 2020Article
Corrections and comments
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Authors and funding
5 authors at 3 institutions in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
There is increasing evidence that several factors, including both cognitive and non-cognitive ones, play an important role in mathematics achievement. Relatively little is known about how socio-emotional features and the quality of the student-teacher relationship correlate with mathematics achievement among adolescents in transition to middle school. The aim of the present study is to examine the role of cognitive factors (general cognitive abilities), non-cognitive factors (math anxiety and self-esteem), and the quality of the student-teacher relationship on mathematics achievement. A large sample of Italian sixth graders was evaluated upon entering middle school. The results showed that general cognitive ability was the best predictor of mathematics achievement. As regards non-cognitive factors, the level of math anxiety was effective in predicting mathematics achievement, after controlling for other measures including self-esteem and the quality of the student-teacher relationship. In particular, we found that the quality of the student-teacher relationship had an indirect influence on mathematics achievement through the mediation of math anxiety. Our findings seem to indicate that the quality of the student-teacher relationship may be related to mathematics achievement, through its effects on math anxiety. This may have important implications for practitioners and educators, as we can suggest that interventions devoted to improving the quality of the student-teacher relationship may play a positive role in both preventing math anxiety and promoting mathematics learning.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.