Cognitive and Affective-Emotional Factors in Math Achievement: The Mediating Role of Intelligence.

ABSTRACT: In this study, we aimed to investigate the cognitive and affective-emotional factors underlying math achievement in a sample of 169 Japanese elementary school children. Using structural equation modeling, we examined the contributions of fluid and crystallized intelligence, verbal and spatial working memory, and affective-emotional variables, including general anxiety, test anxiety, math anxiety, and math self-efficacy. We found intelligence to be a strong positive predictor of math achievement, while among the affective-emotional variables, math self-efficacy emerged as the only significant predictor of math achievement. Interestingly, intelligence mediated the association between affective-emotional factors, such as math anxiety and self-efficacy, highlighting its central role in childre

SUBMITTER: Ikeda Y 

PROVIDER: S-EPMC12941965 | biostudies-literature | 2026 Feb

REPOSITORIES: biostudies-literature