Mathematics achievement is influenced not only by cognitive abilities but also by several non-cognitive factors that shape students’ learning experiences and academic performance. This study examined the predictive roles of personality traits, attitude towards mathematics, and learning environment on mathematics achievement among secondary school students in Uttarakhand, India. A descriptive survey design was employed using a sample of 600 students selected through stratified random sampling from government and private schools. Data were collected using the High School Personality Questionnaire (HSPQ), an Attitude Towards Mathematics Scale, and a Learning Environment Scale. Mathematics achievement scores were obtained from school records. Statistical techniques including descriptive statistics, ANOVA, correlation analysis, and stepwise multiple regression were used for data analysis. The findings revealed that attitude towards mathematics and learning environment were significant predictors of mathematics achievement, while selected personality dimensions also showed meaningful relationships with academic performance. The study highlights the importance of supportive learning environments and positive mathematical attitudes in improving students’ achievement.
Pandey et al. (Thu,) studied this question.