Evidence map›Paper›PMID 41745211›Full record

ArticleJournal of Intelligence2026

Cognitive and Affective-Emotional Factors in Math Achievement: The Mediating Role of Intelligence.

Yoshifumi Ikeda, Lorenzo Esposito, Yosuke Kita, Yuhei Oi, Riko Takagi, Kent Suzuki, Irene Cristina Mammarella, Sara Caviola, Silvia Lanfranchi, Francesca Pulina and 1 more

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In one paragraph

Article in Journal of Intelligence, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

0numbers the graph read from it
0cells of the map it votes in
0citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from 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.

2 · The registry

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.

3 · Its place in the literature

Who cites it

0 citing papers in PubMed.

No citing paper in PubMed yet.

4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

11 authors.

Yoshifumi IkedaDepartment of Special Needs Education, Tokyo Gakugei University, Tokyo 184-8501, Japan.ORCID 0000-0003-3128-0191
Lorenzo EspositoDepartment of Education (Disfor), University of Genoa, 16128 Genoa, Italy.ORCID 0009-0004-0483-0463
Yosuke KitaDepartment of Psychology, Faculty of Letters, Keio University, Tokyo 108-8345, Japan.ORCID 0000-0002-3978-0126
Yuhei OiFaculty of Liberal Arts and Sciences, Chukyo University, Aichi 470-0393, Japan.ORCID 0000-0001-7143-9350
Riko TakagiGraduate School of Education, Joetsu University of Education, Niigata 943-8512, Japan.
Kent SuzukiGraduate School of Education, Joetsu University of Education, Niigata 943-8512, Japan.
Irene Cristina MammarellaDepartment of Developmental Psychology and Socialization, University of Padua, 35131 Padova, Italy.ORCID 0000-0002-6986-4793
Sara CaviolaDepartment of Developmental Psychology and Socialization, University of Padua, 35131 Padova, Italy.
Silvia LanfranchiDepartment of Developmental Psychology and Socialization, University of Padua, 35131 Padova, Italy.ORCID 0000-0003-2470-6019
Francesca PulinaDepartment of Developmental Psychology and Socialization, University of Padua, 35131 Padova, Italy.
David GiofrèDepartment of Education (Disfor), University of Genoa, 16128 Genoa, Italy.ORCID 0000-0002-1992-6271

Funding

JSPS FY2022 JSPS Invitational Fellowship (short-term)
6 · The paper itself

Abstract

In this study, we aimed to investigate the cognitive and affective-emotional factors underlying math achievement in a sample of 169 Japanese elementary school children. Using structural equation modeling, we examined the contributions of fluid and crystallized intelligence, verbal and spatial working memory, and affective-emotional variables, including general anxiety, test anxiety, math anxiety, and math self-efficacy. We found intelligence to be a strong positive predictor of math achievement, while among the affective-emotional variables, math self-efficacy emerged as the only significant predictor of math achievement. Interestingly, intelligence mediated the association between affective-emotional factors, such as math anxiety and self-efficacy, highlighting its central role in children's math achievement. These findings underscore the strong relationship between intelligence and self-efficacy in educational contexts, suggesting that self-efficacy is closely linked to cognitive abilities to support children's success in math. Educational implications are discussed, emphasizing the need to strengthen math self-efficacy alongside cognitive abilities.

Indexed as

anxietyintelligencemath achievementself-efficacyworking memory

Identifiers

PMID41745211
PMCPMC12941965

What OpenQuestion holds

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LicenceCC BY
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Registered trials

None linked

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.