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Predictive contributions of cognitive and motivational factors to mathematics performance in high school students.

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Title: Predictive contributions of cognitive and motivational factors to mathematics performance in high school students.
Authors: Stelzer, Florencia (AUTHOR), Aydmune, Yésica (AUTHOR), Vernucci, Santiago (AUTHOR), Introzzi, Isabel (AUTHOR), García Coni, Ana (AUTHOR)
Source: International Journal of School & Educational Psychology. Apr-Jun2026, Vol. 14 Issue 2, p112-124. 13p.
Subjects: Mathematical ability, Academic motivation, Motivation (Psychology), Cognitive flexibility, Executive function, High school students
Abstract: This study examines the joint, specific, and unique contributions of prior knowledge, executive functions (working memory, inhibition, and cognitive flexibility), fluid intelligence, and academic motivation (expectancy and subjective task value) in predicting overall mathematics performance among secondary school students. Ninety-six second-year students from Argentina participated (52.5% female; M age = 13.12). Regression analysis indicated that, except for inhibition and subjective value, these variables accounted for 66% of the variance in math performance. Prior knowledge and fluid intelligence emerged as the strongest unique predictors. These results emphasize the importance of cognitive factors over affective ones in predicting mathematics performance at the secondary level. They further suggest that assessing these abilities can help identify students at risk of mathematical difficulties, enabling educators to anticipate learning constraints and implement targeted interventions. Future research might investigate whether interventions addressing these cognitive factors can enhance mathematics learning at this stage of schooling. [ABSTRACT FROM AUTHOR]
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Database: Psychology and Behavioral Sciences Collection
Description
Abstract:This study examines the joint, specific, and unique contributions of prior knowledge, executive functions (working memory, inhibition, and cognitive flexibility), fluid intelligence, and academic motivation (expectancy and subjective task value) in predicting overall mathematics performance among secondary school students. Ninety-six second-year students from Argentina participated (52.5% female; M age = 13.12). Regression analysis indicated that, except for inhibition and subjective value, these variables accounted for 66% of the variance in math performance. Prior knowledge and fluid intelligence emerged as the strongest unique predictors. These results emphasize the importance of cognitive factors over affective ones in predicting mathematics performance at the secondary level. They further suggest that assessing these abilities can help identify students at risk of mathematical difficulties, enabling educators to anticipate learning constraints and implement targeted interventions. Future research might investigate whether interventions addressing these cognitive factors can enhance mathematics learning at this stage of schooling. [ABSTRACT FROM AUTHOR]
ISSN:21683603
DOI:10.1080/21683603.2026.2641433