The relationship between cognitive activation and mathematics achievement: mediating roles of self-efficacy and mathematics anxiety

This study explores the connection of cognitive activation, self-efficacy, and mathematics anxiety in shaping eighth-grade students’ mathematics achievement. Analysing data from a comprehensive survey involving 17,112 students across 91 schools in China, our study uncovers insights: (1) Cognitive activation significantly and directly influences mathematics achievement; (2) The positive impact of cognitive activation on mathematics achievement is primarily mediated by self-efficacy; (3) Mathematics anxiety partially mediates the link between cognitive activation and mathematics achievement; and (4) Sequentially, self-efficacy and mathematics anxiety act as mediators in the relationship between cognitive activation and mathematics achievement. The implications for mathematics educators are discussed, and avenues for future research are suggested.