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James Ray Mendaje, Bahrain Polytechnic, BahrainAbstract
This study examined the non-cognitive factors influencing mathematics achievement among higher education students in Bahrain through a descriptive-correlational design, employing correlation analysis and structural equation modeling (SEM) to test the predictive roles of mathematics anxiety, attitude towards mathematics, motivation, and learning strategies. Results indicated that students generally exhibited moderate levels of mathematics anxiety, attitude, and motivation, alongside moderately effective use of learning strategies. Correlation analysis revealed that mathematics anxiety was negatively correlated to attitude, motivation and achievement, and positively linked to learning strategies. In contrast, attitude, motivation, and learning strategies were positively associated with one another and with achievement. The best-fit SEM confirmed mathematics anxiety, attitude, and learning strategies as significant predictors of achievement. These findings underscore the importance of strengthening positive attitudes, enhancing learning strategies, and reducing anxiety to improve mathematics performance.
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