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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]
Copyright of International Journal of School & Educational Psychology 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
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PubType: Academic Journal
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  Data: Predictive contributions of cognitive and motivational factors to mathematics performance in high school students.
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  Data: <searchLink fieldCode="AR" term="%22Stelzer%2C+Florencia%22">Stelzer, Florencia</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Aydmune%2C+Yésica%22">Aydmune, Yésica</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Vernucci%2C+Santiago%22">Vernucci, Santiago</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Introzzi%2C+Isabel%22">Introzzi, Isabel</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22García+Coni%2C+Ana%22">García Coni, Ana</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22International+Journal+of+School+%26+Educational+Psychology%22">International Journal of School & Educational Psychology</searchLink>. Apr-Jun2026, Vol. 14 Issue 2, p112-124. 13p.
– Name: Subject
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  Data: <searchLink fieldCode="DE" term="%22Mathematical+ability%22">Mathematical ability</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+motivation%22">Academic motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Motivation+%28Psychology%29%22">Motivation (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+flexibility%22">Cognitive flexibility</searchLink><br /><searchLink fieldCode="DE" term="%22Executive+function%22">Executive function</searchLink><br /><searchLink fieldCode="DE" term="%22High+school+students%22">High school students</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of International Journal of School & Educational Psychology 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=193015111
RecordInfo BibRecord:
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      – Type: doi
        Value: 10.1080/21683603.2026.2641433
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      – Code: eng
        Text: English
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        PageCount: 13
        StartPage: 112
    Subjects:
      – SubjectFull: Mathematical ability
        Type: general
      – SubjectFull: Academic motivation
        Type: general
      – SubjectFull: Motivation (Psychology)
        Type: general
      – SubjectFull: Cognitive flexibility
        Type: general
      – SubjectFull: Executive function
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      – SubjectFull: High school students
        Type: general
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      – TitleFull: Predictive contributions of cognitive and motivational factors to mathematics performance in high school students.
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            NameFull: Stelzer, Florencia
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            NameFull: Aydmune, Yésica
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            NameFull: Vernucci, Santiago
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            NameFull: Introzzi, Isabel
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            NameFull: García Coni, Ana
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            – D: 01
              M: 04
              Text: Apr-Jun2026
              Type: published
              Y: 2026
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