Examining the Relationships Among Burnout, Mathematics Self-Efficacy, Anxiety, and Mathematical Competence in Primary and Secondary Students with Dyscalculia

Dyscalculia is a learning disability in mathematics frequently accompanied by cognitive, emotional, and motivational challenges. However, the combined contribution of these factors to mathematical competence remains insufficiently understood. This cross-sectional study examined the relationships among cognitive abilities, mathematics self-efficacy, anxiety, burnout, and mathematical competence in a sample of 64 students with dyscalculia aged 10–14 years. Participants completed standardized assessments of intelligence, mathematical performance, mathematics self-efficacy and anxiety, and school burnout. Group comparisons indicated that mathematics self-efficacy, anxiety, and burnout significantly differentiated primary and secondary school students, whereas differences in mathematical competence were not statistically significant. Multivariate analyses revealed that cognitive abilities were meaningfully associated with multiple dimensions of mathematical competence. In addition, canonical correlation analyses demonstrated strong associations between psychological factors and mathematical performance, with school burnout emerging as a particularly salient correlate of reduced mathematical competence. Overall, the findings highlight the multifactorial nature of mathematical performance in dyscalculia and underscore the importance of integrating cognitive assessment with interventions that address emotional and motivational factors, such as enhancing self-efficacy, reducing anxiety, and preventing school burnout.