Predicting Mathematical Performance: The Effect of Cognitive Processes and Self-Regulation Factors

Table 2

Relative importance of the top variables participating in the model for the predictive classification of the lowest 30% of scores in the mathematics test.

Independent variable importance, low 30% group
	Importance	Normalized importance
Gender	.035	34.2%
Mother’s educational level	.028	28.2%
Father’s educational level	.024	23.9%
Mother’s occupation	.065	64.5%
Father’s occupation	.059	58.8%
Age	.062	61.5%
Competence-related attribution for success	.041	40.3%
Personal relevance of task	.029	28.3%
Subjective competence	.043	42.7%
Task attraction	.042	41.8%
Learning intention	.052	51.8%
Reported effort	.062	61.1%
Expected result of assessment	.099	97.7%
Emotional state	.062	61.3%
Alerting attention	.029	29.1%
Orienting attention	.018	17.4%
Executive attention	.067	66.4%
Working memory	.081	80.6%
Reaction time (operations)	.101	100.0%