Abstract

This study examines the structural relationships among subjective familiarity with mathematical concepts, mathematics self-efficacy, mathematics anxiety, and academic achievement among students in Kosovo. Using data from PISA 2022, which includes a nationally representative sample of 6,027 students from 229 schools, the study employs structural equation modeling (SEM) in Mplus to test both direct and indirect effects among latent variables. The proposed model assesses how subjective familiarity influences mathematics achievement (as measured by PISA scores) through mediating pathways involving self-efficacy and anxiety. The results indicate that subjective familiarity with mathematical concepts positively predicts mathematics self-efficacy, which in turn reduces mathematics anxiety and enhances academic performance. Although mathematics anxiety negatively affects achievement, its impact is partially mediated by students’ self-beliefs and prior familiarity with mathematical content. These findings underline the importance of fostering conceptual understanding and confidence in students as part of a comprehensive approach to improving mathematics achievement.

Keywords: Achievement, Mathematics anxiety, Mathematics self-efficacy, Subjective familiarity, PISA 2022

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Mehmeti, F., & Bajrami, V. (2026). Predicting mathematics achievement through SEM: the role of mathematics familiarity, self-efficacy, and anxiety in mathematical achievement. Education and Science, 1-19. https://doi.org/10.15390/ES.2025.2490