Unlocking the secrets of mathematics performance

Mathematical skills and achievement are essential for students in their secondary school careers and beyond. Our study aims to identify which non-cognitive psychological aspects are particularly suitable for predicting upper secondary students’ mathematics achievement. To achieve this goal, we conducted a questionnaire study (n = 5,624) among upper secondary school students surveying affective and motivational aspects relevant to the context of learning mathematics. In the analysis, we regressed the psychological aspects of the students’ achievement indicators using stepwise multiple linear regression. The results of our study demonstrate that students’ subject-specific self-concept, as well as performance approach and mastery approach goals, are particularly vital in predicting mathematics achievement. Detailed investigations show that it is essential that students enjoy learning mathematics, are given opportunities to demonstrate their mathematical knowledge and receive positive feedback on their learning progress.