Beyond academic results: motivational and emotional factors as indicators of educational effectiveness in mathematics

Abstract

Evaluating educational effectiveness based solely on academic results obscures essential aspects of student development. This study examines the relevance of motivational and affective indicators as complementary criteria for academic effectiveness in mathematics. Six dimensions were analyzed: interest in mathematics, perceived usefulness, perceived difficulty, expectations of success, self-efficacy, and mathematical anxiety. The methodology is based on two validated instruments, supplemented by teacher evaluations. The results confirm the importance of non-cognitive factors: self-efficacy correlates positively with performance and negatively with anxiety and perceived difficulty. Significant gender differences emerge, with boys showing higher self-efficacy than girls. Math anxiety is a major obstacle to learning, particularly for struggling students. This research calls for a broader conceptualization of educational effectiveness that integrates cognitive, motivational, and emotional dimensions to better support all students.