Students’ Confidence in and Liking of Mathematics Form Motivational Profiles Associated With Mathematics Achievement

This study aimed to identify distinct motivational profiles in mathematics based on students’ confidence and liking of mathematics and to examine their association with mathematics achievement. A person-centered approach was employed using latent profile analysis (LPA) on TIMSS 2023 data from Bosnia and Herzegovina. The sample comprised 2,795 fourth-grade students (1,449 girls; 1,346 boys). The analysis identified four distinct profiles characterized by different combinations of confidence and liking of mathematics. These profiles ranged from generally low levels on both constructs to profiles with high levels of confidence and liking, as well as mixed patterns reflecting discrepancies between the two. Students in the profile characterized by high confidence and high liking of mathematics significantly outperformed all other profiles, whereas no statistically significant differences were observed among the remaining profiles. Gender differences in profile membership were statistically significant but small in magnitude. No interaction effect between gender and profile membership on mathematics achievement was found, although boys demonstrated higher achievement overall. The findings highlight the importance of considering combined motivational patterns rather than isolated constructs, and fostering both confidence and positive attitudes toward mathematics may contribute to improved student achievement.