ArticleFrontiers in psychology2020
Predicting Mathematics Achievement in Secondary Education: The Role of Cognitive, Motivational, and Emotional Variables.
Article in Frontiers in psychology, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 14 papers, 1 of them a synthesis that pooled it.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
14 citing papers in PubMed, 1 synthesis or guideline pooled it.
- What shapes mathematics anxiety in K-12 education? A scoping review of research from 2019 to 2025.Frontiers in psychology · 2026Pooled it
- Language and Mathematics Performance: A Systematic Umbrella Review and Meta-Meta-Analysis.Journal of Intelligence · 2026Review
- Mathematics anxiety: Effects of age, gender and culture.The British journal of educational psychology · 2026Review
- Uncovering heterogeneity in South African students' mathematics competence: latent profile analysis and multinomial logistic regression.Frontiers in psychology · 2026Article
- A Digital Math Game and Multiple-Try Use with Primary Students: A Sex Analysis on Motivation and Learning.Behavioral sciences (Basel, Switzerland) · 2024Article
- Article
- Attitudes toward mathematics/statistics, anxiety, self-efficacy and academic performance: an artificial neural network.Frontiers in psychology · 2023Article
- Article
- Exploring control-value motivational profiles of mathematics anxiety, self-concept, and interest in adolescents.Frontiers in psychology · 2023Article
- Assessment of math anxiety as a potential tool to identify students at risk of poor acquisition of new math skills: longitudinal study of grade 9 Italian students.Frontiers in psychology · 2023Article
- Influence of motivation on the perception of mathematics by secondary school students.Frontiers in psychology · 2022Article
- Relationships Between Mathematics Performance and Attitude to Mathematics: Influences of Gender, Test Anxiety, and Working Memory.Frontiers in psychology · 2022Review
- Student Engagement in Mathematics Flipped Classrooms: Implications of Journal Publications From 2011 to 2020.Frontiers in psychology · 2021Review
- Learning With a Double-Edged Sword? Beneficial and Detrimental Effects of Learning Tests-Taking a First Look at Linkages Among Tests, Later Learning Outcomes, Stress Perceptions, and Intelligence.Frontiers in psychology · 2021Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
6 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Academic achievement in general, and in mathematics in particular, is positively associated not only with cognitive abilities, but also with emotional and motivational skills. The objective of this study was to analyze the prediction strength of cognitive, motivational, and emotional variables in mathematics achievement throughout high school, considering students' gender and age. A large sample of 2,365 Spanish students from the 4 years of high school (12-16 years old) participated in the study. Students provided information about their intellectual skills, perceived competence in mathematics, perceived utility of mathematics, intrinsic interest in learning, mathematics anxiety, and their causal attributions (for failure and for success), and of their achievement in mathematics. Data showed differences according to gender and the school grade level. The motivational and affective variables did not seem to play an important role in this relationship as predicted in the current study. The results of this study are discussed in light of previous research.
Indexed as
Identifiers
What OpenQuestion holds
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.