View in EDS HTML Full Text PDF Full Text

The Relation Between Soft Skills and Arithmetic Performance.

Saved in:
Bibliographic Details
Title: The Relation Between Soft Skills and Arithmetic Performance.
Authors: Feraco, Tommaso (AUTHOR), Mammarella, Irene C. (AUTHOR), Meneghetti, Chiara (AUTHOR)
Source: Journal of Experimental Education. 2025, Vol. 93 Issue 3, p502-521. 20p.
Subjects: Self-regulated learning, Fluid intelligence, Academic motivation, Learning strategies, Academic achievement, Achievement motivation
Abstract: Arithmetic achievement holds particular significance in contemporary times; however, students continue to encounter difficulties in this domain. Researchers and organizations are actively seeking factors that can support students in navigating mathematical content. To address this gap, we propose an examination of the role played by six soft skills (adaptability, curiosity, initiative, leadership, perseverance, and social awareness), alongside self-regulated learning strategies, academic motivation, achievement emotions, and fluid reasoning abilities, in students' performance on standardized arithmetic tasks. Data were gathered from 551 Italian students aged 11–18 through classroom-based paper-and-pencil tasks and questionnaires. Path analysis results reveal that only fluid reasoning abilities, academic motivation, and negative achievement emotions significantly correlate with arithmetic performance. Soft skills demonstrate an indirect relationship with arithmetic performance, mediated by negative achievement emotions and academic motivation (while not mediated by positive achievement emotions and self-regulated learning strategies). These findings underscore the increasingly recognized significance of soft skills and expand their relevance to arithmetic achievement, potentially suggesting novel psychoeducational interventions to bolster students' performance in this realm. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Experimental Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: pbh
DbLabel: Psychology and Behavioral Sciences Collection
An: 184922424
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: The Relation Between Soft Skills and Arithmetic Performance.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Feraco%2C+Tommaso%22">Feraco, Tommaso</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Mammarella%2C+Irene+C%2E%22">Mammarella, Irene C.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Meneghetti%2C+Chiara%22">Meneghetti, Chiara</searchLink> (AUTHOR)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Journal+of+Experimental+Education%22">Journal of Experimental Education</searchLink>. 2025, Vol. 93 Issue 3, p502-521. 20p.
– Name: Subject
  Label: Subjects
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Self-regulated+learning%22">Self-regulated learning</searchLink><br /><searchLink fieldCode="DE" term="%22Fluid+intelligence%22">Fluid intelligence</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+motivation%22">Academic motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+strategies%22">Learning strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Achievement+motivation%22">Achievement motivation</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Arithmetic achievement holds particular significance in contemporary times; however, students continue to encounter difficulties in this domain. Researchers and organizations are actively seeking factors that can support students in navigating mathematical content. To address this gap, we propose an examination of the role played by six soft skills (adaptability, curiosity, initiative, leadership, perseverance, and social awareness), alongside self-regulated learning strategies, academic motivation, achievement emotions, and fluid reasoning abilities, in students' performance on standardized arithmetic tasks. Data were gathered from 551 Italian students aged 11–18 through classroom-based paper-and-pencil tasks and questionnaires. Path analysis results reveal that only fluid reasoning abilities, academic motivation, and negative achievement emotions significantly correlate with arithmetic performance. Soft skills demonstrate an indirect relationship with arithmetic performance, mediated by negative achievement emotions and academic motivation (while not mediated by positive achievement emotions and self-regulated learning strategies). These findings underscore the increasingly recognized significance of soft skills and expand their relevance to arithmetic achievement, potentially suggesting novel psychoeducational interventions to bolster students' performance in this realm. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Journal of Experimental Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=184922424
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/00220973.2024.2364621
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 20
        StartPage: 502
    Subjects:
      – SubjectFull: Self-regulated learning
        Type: general
      – SubjectFull: Fluid intelligence
        Type: general
      – SubjectFull: Academic motivation
        Type: general
      – SubjectFull: Learning strategies
        Type: general
      – SubjectFull: Academic achievement
        Type: general
      – SubjectFull: Achievement motivation
        Type: general
    Titles:
      – TitleFull: The Relation Between Soft Skills and Arithmetic Performance.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Feraco, Tommaso
      – PersonEntity:
          Name:
            NameFull: Mammarella, Irene C.
      – PersonEntity:
          Name:
            NameFull: Meneghetti, Chiara
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 07
              Text: 2025
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 00220973
          Numbering:
            – Type: volume
              Value: 93
            – Type: issue
              Value: 3
          Titles:
            – TitleFull: Journal of Experimental Education
              Type: main
ResultId 1