Next Article in Journal
On the Maximal Shortest Paths Cover Number
Next Article in Special Issue
Prospective Primary Teachers’ Didactic-Mathematical Knowledge in a Service-Learning Project for Inclusion
Previous Article in Journal
Assessment of Successful Drivers of Crowdfunding Projects Based on Visual Analogue Scale Matrix for Criteria Weighting Method
 
 
Article

Can Mathematics Achievement Be Predicted? The Role of Cognitive–Behavioral–Emotional Variables

1
Faculty of Education of Toledo, University of Castilla-La Mancha, 13001 Ciudad Real, Spain
2
Department of Personality, Evaluation and Psychological Treatment, Faculty of Psychology, University of Granada, 18210 Granada, Spain
*
Author to whom correspondence should be addressed.
Academic Editor: José María Marbán
Mathematics 2021, 9(14), 1591; https://doi.org/10.3390/math9141591
Received: 8 June 2021 / Revised: 2 July 2021 / Accepted: 3 July 2021 / Published: 7 July 2021
The current society is based on science and technology, depending partly on mathematics. It leads to citizens’ success in school mathematics, being measured through achievement, which can be predicted by affective, cognitive, and behavioral variables. The aim of this study was to determine the extent to which self-concept, learning strategies, attitude towards science and mathematics, school environment, and previous scores in science and mathematics predict achievement in mathematics. A convenience sample of 352 pupils taking part in a science, technology, engineering, and mathematics (STEM) experimentation outreach program belonging to state schools and state-funded schools from rural and urban environments was analysed. The instrument was composed of the Auzmendi scale of attitude towards mathematics modified, the attitude towards school science, the AUDIM questionnaire for self-concept (physical, social, personal, academic, and general), and the CEA questionnaire for learning strategies (emotional control, critical and creative thinking, and metacognition). Sex, type of school, and school environment were covariates. A binary logistic regression model was obtained for mathematics achievement, which correctly classified 82.1% of students, with previous science and mathematics achievement, science achievement, and critical and creative thinking as predictors, and urban schools playing a positive role. Implications of these predictors on mathematics education are discussed. View Full-Text
Keywords: mathematics; achievement; attitude; creative thinking; self-concept; learning strategies mathematics; achievement; attitude; creative thinking; self-concept; learning strategies
MDPI and ACS Style

Fernández-Cézar, R.; Solano-Pinto, N.; Garrido, D. Can Mathematics Achievement Be Predicted? The Role of Cognitive–Behavioral–Emotional Variables. Mathematics 2021, 9, 1591. https://doi.org/10.3390/math9141591

AMA Style

Fernández-Cézar R, Solano-Pinto N, Garrido D. Can Mathematics Achievement Be Predicted? The Role of Cognitive–Behavioral–Emotional Variables. Mathematics. 2021; 9(14):1591. https://doi.org/10.3390/math9141591

Chicago/Turabian Style

Fernández-Cézar, Raquel, Natalia Solano-Pinto, and Dunia Garrido. 2021. "Can Mathematics Achievement Be Predicted? The Role of Cognitive–Behavioral–Emotional Variables" Mathematics 9, no. 14: 1591. https://doi.org/10.3390/math9141591

Find Other Styles
Note that from the first issue of 2016, MDPI journals use article numbers instead of page numbers. See further details here.

Article Access Map by Country/Region

1
Back to TopTop