Algebra serves as a critical gateway to advanced mathematics and STEM opportunities, yet many students in the U.S. struggle with its concepts. Although prior research has identified mathematical, motivational, and socioemotional propensities associated with algebra achievement, few studies have methodically examined these factors in tandem. Guided by the Opportunity-Propensity framework, we conducted a systematic review to identify mathematical and motivational and/or socioemotional propensities related to success in algebra. We also investigated whether these relations vary depending on the type of algebra measure. We identified 61 studies that highlighted mathematical and motivational and/or socioemotional propensities related to success in algebra. We highlight studies that examine these mathematical and motivational propensities in tandem. We also elaborate on six propensities that emerged as prevalent in the literature. These results underscore the need for future research and instructional practices that address mathematical and motivational and/or socioemotional dimensions of algebra learning. By bridging these perspectives, educators and policymakers can design more effective interventions to support students' success in algebra.
Silla et al. (Tue,) studied this question.