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The Role of Personality and Learning Experiences in a Social-Cognitive Model of Academic Performance in Mathematics

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Title: The Role of Personality and Learning Experiences in a Social-Cognitive Model of Academic Performance in Mathematics
Language: English
Authors: Marcos Cupani (ORCID 0000-0003-2132-5552), Sebastian Jesús Garrido (ORCID 0000-0001-6603-7285), Valeria Moran (ORCID 0000-0003-3628-1636), Fernanda Belén Ghio (ORCID 0000-0002-4223-2470), Ana Estefania Azpilicueta (ORCID 0000-0002-6221-3162), Sonia Chemisquy (ORCID 0000-0002-3820-3036)
Source: School Psychology International. 2026 47(1):5-28.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 24
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Secondary Education
Descriptors: Foreign Countries, Adolescents, Personality Traits, Mathematics Achievement, Self Efficacy, Learning Experience, Extraversion Introversion, High School Students, Self Concept Measures, Personality Measures
Geographic Terms: Argentina
Assessment and Survey Identifiers: Self Efficacy Scale, Big Five Inventory
DOI: 10.1177/01430343251392621
ISSN: 0143-0343
1461-7374
Abstract: We aimed to expand the empirical research on social cognitive career theory (SCCT) by examining the hypothesized indirect associations between personality and mathematics performance through learning experiences and self-efficacy. In this cross-sectional study, 321 Argentinean adolescents completed assessments of Big Five personality traits, learning experiences, and self-efficacy. The results support SCCT hypotheses that (a) logical-mathematical self-efficacy predicts academic performance in mathematics; and (b) learning experiences predict self-efficacy. The study also found that (c) personality traits were indirectly related to mathematics performance through learning experiences; (d) personality traits contribute partially to self-efficacy; and (e) a weak negative relationship exists between extraversion and academic performance. However, the results did not confirm (f) direct significant contributions of personality traits to academic performance. This research enhances understanding of mathematics academic achievement by revealing how personality factors connect with learning experiences and contribute to logical-mathematical self-efficacy, a key mediator in mathematics performance.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1497606
Database: ERIC
FullText Text:
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  Data: The Role of Personality and Learning Experiences in a Social-Cognitive Model of Academic Performance in Mathematics
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  Data: <searchLink fieldCode="AR" term="%22Marcos+Cupani%22">Marcos Cupani</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2132-5552">0000-0003-2132-5552</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sebastian+Jesús+Garrido%22">Sebastian Jesús Garrido</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6603-7285">0000-0001-6603-7285</externalLink>)<br /><searchLink fieldCode="AR" term="%22Valeria+Moran%22">Valeria Moran</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3628-1636">0000-0003-3628-1636</externalLink>)<br /><searchLink fieldCode="AR" term="%22Fernanda+Belén+Ghio%22">Fernanda Belén Ghio</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4223-2470">0000-0002-4223-2470</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ana+Estefania+Azpilicueta%22">Ana Estefania Azpilicueta</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6221-3162">0000-0002-6221-3162</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sonia+Chemisquy%22">Sonia Chemisquy</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3820-3036">0000-0002-3820-3036</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22School+Psychology+International%22"><i>School Psychology International</i></searchLink>. 2026 47(1):5-28.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: <searchLink fieldCode="DE" term="%22Argentina%22">Argentina</searchLink>
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  Data: We aimed to expand the empirical research on social cognitive career theory (SCCT) by examining the hypothesized indirect associations between personality and mathematics performance through learning experiences and self-efficacy. In this cross-sectional study, 321 Argentinean adolescents completed assessments of Big Five personality traits, learning experiences, and self-efficacy. The results support SCCT hypotheses that (a) logical-mathematical self-efficacy predicts academic performance in mathematics; and (b) learning experiences predict self-efficacy. The study also found that (c) personality traits were indirectly related to mathematics performance through learning experiences; (d) personality traits contribute partially to self-efficacy; and (e) a weak negative relationship exists between extraversion and academic performance. However, the results did not confirm (f) direct significant contributions of personality traits to academic performance. This research enhances understanding of mathematics academic achievement by revealing how personality factors connect with learning experiences and contribute to logical-mathematical self-efficacy, a key mediator in mathematics performance.
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  Data: 2026
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  Data: EJ1497606
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        Value: 10.1177/01430343251392621
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      – Text: English
    PhysicalDescription:
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        PageCount: 24
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Adolescents
        Type: general
      – SubjectFull: Personality Traits
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      – SubjectFull: Mathematics Achievement
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      – SubjectFull: Self Efficacy Scale
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      – SubjectFull: Big Five Inventory
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      – TitleFull: The Role of Personality and Learning Experiences in a Social-Cognitive Model of Academic Performance in Mathematics
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