Exploring non-cognitive predictors of mathematics achievement among 9th grade students

This article explores the role of mathematics self-beliefs, as well as personality traits, social attitudes and well-being in students' mathematics achievement. The analysis builds on a Web survey of 9th grade students in Latvia (N = 3083). Based on a hierarchical multilevel regression analysis we find that personality, social attitudes and wellbeing variables matter more for mathematics achievement than sociodemographic variables, yet mathematics self-beliefs account for an even larger amount of variance over and above that accounted for by sociodemographic variables and personality, social attitudes and well-being. Mathematics self-beliefs, most of all mathematics self-concept, were among the most powerful predictors of mathematics achievement, along with personality traits of Openness and Conscientiousness, social attitudes of Domination and Contentment, values like Universalism and Stimulation. Mathematics achievement was negatively affected by Extraversion, social attitudes of both Self-Interest and Compassion, values of Tradition and Power, as well as Depression.