Early Learning Motivation as a Long-Term Predictor of Mathematical Achievement and Difficulties: A Seven-Year Longitudinal Study
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UPDATE: 11 September 2025
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Abstract
This seven-year longitudinal study examines the relationship and predictive capacity of early learning motivation—specifically competence-motivation, attention-persistence, and attitude—on later mathematical performance and its core curricular components (numeracy, calculation, geometry, information and probability, and problem-solving) at the end of primary school. The study also explores early motivational profiles of students categorized by their subsequent mathematical achievement, using percentiles from the Global Mathematical Competence Index of the EVAMAT-6 battery. The sample consisted of 91 children assessed at ages 5–6 and again at 11–12. Analyses revealed that early motivational dimensions significantly predicted future mathematical outcomes, with competence-motivation emerging as the strongest predictor. Children who later presented mathematical learning difficulties exhibited significantly lower early motivation compared to peers across all achievement levels. Findings highlight early perceived competence and persistence as potential early indicators of future mathematical performance and difficulties.
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