Abstract
In the present study, the relationship between student characteristics and mathematics performance was evaluated using a structural equation modeling approach. Italian students participated at Timss 2011 field test (N = 1264; 52% female, mean age: 13 years and 10 months ± 6 months) completed a questionnaire including measures of socio-economic and cultural background, general reasoning ability and self-concept in mathematics and the Timss mathematics achievement test. A mediation structural equation model assessed the direct and indirect effects of the general reasoning ability test and socio-economic and cultural background through the mediation of selfconcept in mathematics. The results showed that all measures were significantly associated with mathematics achievement test, furthermore selfconcept partially mediated the effects of socio-economic status and general reasoning ability.
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