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All Journal International Journal of Evaluation and Research in Education (IJERE)
Dolly Rose F. Temelo
West Visayas State University
Education

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Equations of the heart and mind: a path analysis of psychological factors influencing mathematics performance Nestor L. Gicaraya; Tedric Dave E. Senosa; Dolly Rose F. Temelo; Roberto G. Sagge, Jr.; Salvador P. Bacio, Jr.; Sybel Joy Farillon-Labis; Cheryl Lyn C. Delgado; Peter Ernie D. Paris
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 3: June 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i3.37353

Abstract

Mathematics performance remains a significant concern in higher education, as learners’ affective and motivational factors critically shape their achievement outcomes. In this context, the present study explored how anxiety, attitude, motivation, and academic well-being influence students’ performance in mathematics using a quantitative descriptive-correlational design with path analysis. Using a validated researcher-made questionnaire, data were gathered from 369 undergraduate students. The instrument demonstrated sound reliability and validity. Statistical analyses comprising descriptive measures and structural equation modeling (SEM) were conducted to identify both direct and mediated relationships among variables. Findings showed that students generally experienced moderate levels of mathematics anxiety and favorable levels of motivation and academic well-being. Correlation results revealed that anxiety was negatively linked to all other factors, whereas attitude, motivation, and academic well-being were positively associated with mathematics performance. Path analyses further indicated that motivation and academic well-being directly enhanced performance, while anxiety negatively affected achievement indirectly by lowering students’ attitudes and motivation. The final model demonstrated an excellent fit, suggesting that emotional and motivational mechanisms play a vital role in determining mathematics success. These results underscore the need for educational strategies that help students manage anxiety and strengthen their motivation and well-being to support sustained academic achievement.
Beyond numbers: a path analysis on how educational ecosystem and math interest spark excellence Charmaigne A. Eslabra; Roberto G. Sagge Jr.; Dolly Rose F. Temelo; Danilo M. Parreño; Tedric Dave E. Senosa; Peter Ernie D. Paris; Garry C. Cachuela; Sybel Joy F. Labis; Salvador P. Bacio Jr.
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 2: April 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i2.37651

Abstract

Mathematics achievement reflects a web of social, environmental, and motivational forces. This study examined how parental involvement, peer influence, and school support relate to mathematics interest and academic performance among Philippine Science High School (PSHS)–Western Visayas Campus scholars. Using a quantitative descriptive–correlational design, 251 students were selected through proportionate stratified random sampling. Data were collected through Google Forms using the 30-item mathematics interest inventory (MII) (4-point Likert; expert-validated; α=0.899), the 45-item educational ecosystem inventory (EEI) measuring family, peer, and school support (4-point Likert; expert-validated; α=0.910), and official mathematics grades as the achievement indicator. Descriptive statistics and correlation analyses were computed as prerequisites, then relationships were tested through path analysis in a structural equation modeling (SEM) framework, including estimation of direct, indirect, and mediated effects. Results indicated that parental involvement, peer influence, and school support significantly strengthened mathematics interest and were associated with higher mathematics achievement, with the final SEM demonstrating satisfactory model fit. Mathematics interest emerged as a significant mediator, particularly in the link between school support and performance, underscoring interest as a motivational conduit between context and outcomes. Recommendations include strengthening home–school partnerships, institutionalizing peer mentoring, and expanding interest-based pedagogies and opportunities, with continued program evaluation to sustain high performance in science, technology, engineering, and mathematics (STEM)-focused schools.
Co-Authors Charmaigne A. Eslabra Cheryl Lyn C. Delgado Danilo M. Parreño Garry C. Cachuela Nestor L. Gicaraya Peter Ernie D. Paris Roberto G. Sagge Jr. Roberto G. Sagge, Jr. Salvador P. Bacio Jr. Salvador P. Bacio, Jr. Sybel Joy F. Labis Sybel Joy Farillon-Labis Tedric Dave E. Senosa