Can Mathematics Achievement Be Predicted? The Role of Cognitive–Behavioral–Emotional Variables
Abstract
:1. Introduction
Affect and Mathematics
2. Materials and Methods
2.1. Participants
2.2. Instruments
2.3. Procedure
2.4. Data Analysis
3. Results
4. Discussion
Author Contributions
Funding
Data Availability Statement
Conflicts of Interest
References
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Mathematics Achievement | ||
---|---|---|
Fail | Pass | |
N | 159 | 193 |
Age (years) | 10.80 (1.08) | 10.53 (1.09) |
Sex (M/F) | 78:81 | 94:99 |
School environment (R/U) | 85:74 | 99:94 |
School type (SFS/SS) | 55:104 | 58:135 |
Science achievement | 6.70 (1.60) | 8.07 (1.44) |
Attitudes | ||
Towards Mathematics | 24.73 (7.10) | 19.92 (6.41) |
Towards Science | 37.31 (80.07) | 36.25 (72.98) |
Self-concept | ||
Academic | 30.51 (4.51) | 32.56 (4.11) |
Social | 30.77 (4.36) | 31.52 (3.89) |
Physical | 31.22 (4.94) | 31.74 (4.62) |
Personal | 23.54 (3.15) | 23.68 (3.09) |
General | 16.94 (2.63) | 18.91 (2.35) |
Learning strategies | ||
Emotional control | 17.10 (4.27) | 18.71 (4.19) |
Critical and creative thinking | 40.52 (6.24) | 43.50 (5.75) |
Metacognition: Planning and evaluating | 25.72 (5.22) | 25.52 (4.65) |
Metacognition: Regulation | 12.30 (3.63) | 12.34 (3.51) |
1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | ||
---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
1. Mathematics achievement | − | |||||||||||||||
2. Science achievement | 0.504 ** | − | ||||||||||||||
3. Previous mathematics achievement | 0.783 ** | 0.447 ** | − | |||||||||||||
4. Previous science achievement | 0.565 ** | 0.726 ** | 0.631 ** | − | ||||||||||||
Attitude | 5. Towards Mathematics | −0.488 ** | −0.057 | −0.360 ** | −0.186 ** | − | ||||||||||
6. Towards Science | 0.115 * | 0.104 * | 0.014 | 0.177 ** | −0.064 | − | ||||||||||
Self-concept | 7. Academic | 0.366 ** | 0.101 | 0.282 ** | 0.181 ** | −0.291 ** | 0.169 ** | -- | ||||||||
8. Social | 0.148 * | −0.076 | 0.094 | 0.016 | −0.165 ** | 0.091 | 0.447 ** | - | ||||||||
9. Physical | 0.041 | −0.081 | −0.080 | −0.068 | −0.189 ** | 0.119 * | 0.315 ** | 0.278 ** | - | |||||||
10. Personal | −0.009 | 0.060 | −0.004 | −0.063 | −0.168 ** | 0.075 | 0.339 ** | 0.348 ** | 0.344 ** | - | ||||||
11. General | −0.080 | −0.065 | −0.062 | −0.059 | 0.027 | 0.103 * | 0.266 ** | 0.229 ** | 0.142 * | 0.384 ** | - | |||||
Learning Strategies | 12. Emotional control | 0.258 ** | 0.055 | 0.273 ** | 0.161 ** | −0.369 ** | 0.105 * | 0.276 ** | 0.190 ** | 0.177 ** | 0.269 ** | 0.041 | - | |||
13. Critical and creative thinking | 0.205 * | 0.105 | 0.105 | 0.135 * | 0.087 | −0.122 * | 0.421 ** | 0.300 ** | 0.067 | 0.245 ** | 0.082 | 0.105 | −- | |||
14. Metacognition: Planning and evaluating | −0.073 | −0.210 ** | −0.167 ** | −0.227 ** | 0.099 | 0.167 ** | 0.108 | 0.051 | 0.095 | 0.123 * | 0.103 | −0.058 | 0.128 * | - | ||
15. Metacognition: Regulation | −0.013 | −0.049 | −0.065 | 0.015 | 0.055 | 0.033 | −0.003 | 0.126 * | 0.137 * | 0.106 | −0.011 | 0.013 | 0.128 * | −0.018 | - |
Mathematics Achievement | |||
---|---|---|---|
OR | 95% CI | p | |
Science achievement | 1.002 * | 1.000–1.004 | 0.016 |
Previous mathematics achievement | 2.690 * | 1.922–3.763 | <0.001 |
Previous science achievement | 0.997 * | 0.995–1.000 | 0.028 |
Attitude towards Mathematics | 0.949 | 0.889–1.013 | 0.119 |
Attitude towards Science | 1.001 | 0.978–1.025 | 0.926 |
Academic self-concept | 1.090 | 0.978–1.215 | 0.118 |
Social self-concept | 0.968 | 0.862–1.087 | 0.581 |
Emotional control learning strategies | 0.974 | 0.872–1.087 | 0.632 |
Critical and creative thinking | 1.120 * | 1.038–1.209 | 0.004 |
Sex (M/F) | 1.149 | 0.506–1.613 | 0.740 |
School environment (R/U) | 0.215 a | 0.046–1.007 | 0.051 |
School type (SFS/SS) | 0.251 | 0.051–1.230 | 0.088 |
Predicted | |||
---|---|---|---|
Fail | Pass | Percentage Correct | |
Fail | 61 | 18 | 77.2% |
Pass | 15 | 96 | 86.5% |
Overall percentage | 82.6% |
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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
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 StyleFernández-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
APA StyleFernández-Cézar, R., Solano-Pinto, N., & Garrido, D. (2021). Can Mathematics Achievement Be Predicted? The Role of Cognitive–Behavioral–Emotional Variables. Mathematics, 9(14), 1591. https://doi.org/10.3390/math9141591