A structural model of college students’ mathematics performance: the role of psychological, physiological, and psychosocial factors

Abstract

The study aimed to find the best-fit structural model to describe the mathematics performance of freshmen secondary education students majoring in mathematics concerning psychological, physiological, and psychosocial factors. Psychological factors were measured in terms of self-efficacy and attitudes toward mathematics, while physiological factors were assessed about nutritional status, and wellness and well-being. Psychosocial factors were measured in terms of math anxiety and math interest. A questionnaire was administered to 312 randomly selected mathematics teacher education students who have experienced struggles in their board examination performance. These students came from various higher education institutions in the Davao and the SOCCSKSARGEN (South Cotabato, Cotabato, Sultan Kudarat, Sarangani and General Santos City) regions. The validity and reliability of the questionnaire were established through factor analysis and an internal reliability test, respectively. The findings indicate that students exhibit strong performance in mathematics, possess moderate levels of psychological and psychosocial competencies, and maintain relatively healthy physiological statuses. Additionally, the results reveal a structural model depicting students’ mathematics performance with psychological, physiological, and psychosocial factors, which can explain 78% of the data considered in the study. Higher educational institutions may enhance support for students’ psychological and psychosocial skills and integrate health and wellness programs to boost their physiological status, given its impact on academic performance. Further research is encouraged to explore additional factors affecting academic success, aiming to develop a more comprehensive understanding of influences on students’ performance.