Relationships among mathematics beliefs, fluid intelligence, cognitive reflection and mathematics achievement in secondary school student
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10 juillet 2023
- handle: 10670/1.lbtjgt
- isbn: 978-963-7031-04-5
- hal: hal-04418272
info:eu-repo/semantics/OpenAccess
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Alicia Rubio-Sánchez et al., « Relationships among mathematics beliefs, fluid intelligence, cognitive reflection and mathematics achievement in secondary school student », HAL-SHS : sciences de l'éducation, ID : 10670/1.lbtjgt
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This study examines the interrelationships between non-verbal abstract reasoning (fluid intelligence), cognitive reflection, students’ mathematics-related beliefs and mathematics achievement in second-year students at secondary school (n = 121). In addition, path analysis is used to test the predictive and mediational role played by the students´ mathematics-related beliefs on mathematics achievement. Results confirm the association between fluid intelligence, cognitive reflection, and mathematics achievement, and reveal that the mathematics-related belief system offers an independent contribution to the prediction of mathematics achievement while also mediating the effect of fluid intelligence on said achievement. Results suggest the mediating role of students’ mathematics-related beliefs and corroborate previous findings suggesting a circle of influence between reasoning abilities and beliefs on academic achievement