The role of personality and learning experiences in a social–cognitive model of academic performance in mathematics

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.