Mathematics Anxiety, Engagement, Burnout, and Parental Academic Pressure and Support: A Latent Profile Analysis of Adolescents

Muhammed Celal Uras

doi:10.63612/ijesp.1950753

Mathematics Anxiety, Engagement, Burnout, and Parental Academic Pressure and Support: A Latent Profile Analysis of Adolescents

Abstract

Cognitive, emotional, motivational, and contextual factors shape mathematics-related difficulties during adolescence. Previous research has generally examined mathematics engagement, mathematics anxiety, school burnout, parental academic pressure and support, and 21st-century skills as separate constructs. Less is known about how these characteristics are organized within distinct student subgroups. The present utilized latent profile analysis (LPA) to identify distinct mathematics-related profiles among adolescents. Moreoveri it examined whether mathematics achievement, 21st-century skills, age, and gender predicted profile membership. 556 middle school students enrolled in the study using a convenience sample method (312 female; grades 5–8; Mage = 12.39, SD = 1.12).. Five instruments measured engagement, anxiety, burnout, parental academic pressure and support, and 21st-century skills. Multinomial logistic regression was used to examine the predictors of profile membership. Four distinct profiles emerged. The Engaged Profile (33.1%) showed high engagement and low emotional strain. The Burnout-Pressured Profile (16.9%) showed high anxiety, burnout, and parental pressure. The Anxious-Supported Profile (19.5%) combined elevated anxiety with relatively preserved engagement and support. The Disengaged Profile (30.5%) was mainly marked by low engagement and lower perceived support. Mathematics achievement and 21st-century skills significantly predicted profile membership, whereas age and gender did not. Stronger 21st-century skills were associated with a lower likelihood of membership in less-adaptive profiles, suggesting a protective role in adolescents' mathematics-related adjustment. These findings highlight the value of a person-centered approach for informing profile-sensitive support practices in mathematics education.

Keywords

Ethical Statement

Research was carried out with the approval of Ağrı İbrahim Çeçen University Ethics Commission numbered 220.

References

Abdullatif, M. A. (2023). Constructivism learning theory: A paradigm for students’ critical thinking, creativity, and problem solving to affect academic performance in higher education. Cogent Education, 10(1), Article 2172929. https://doi.org/10.1080/2331186X.2023.2172929
Ahmed, W., Minnaert, A., Kuyper, H., & van der Werf, G. (2012). Reciprocal relationships between math self-concept and math anxiety. Learning and Individual Differences, 22(3), 385–389. https://doi.org/10.1016/j.lindif.2011.12.004
Ahmmed, S., Saha, J., Tamal, M. A., Mamun, K. A. A., & Islam, S. (2024). Factors predicting the mathematics anxiety of adolescents: A structural equation modeling approach. Frontiers in Psychiatry, 15, 1484381. https://doi.org/10.3389/fpsyt.2024.1484381
Angelini, G., Buonomo, I., & Fiorilli, C. (2025). Parents who interfere with their children’s career choices: A path analysis model investigating risk and protective factors for students’ burnout and depression. International Journal of Adolescence and Youth, 30(1), Article 2458079. https://doi.org/10.1080/02673843.2025.2458079
Antoniou, A. S., Charitaki, G., Pavlidou, K., & Alevriadou, A. (2026). Examining the relationships among burnout, mathematics self-efficacy, anxiety, and mathematical competence in primary and secondary students with dyscalculia. Education Sciences, 16(1), 48. https://doi.org/10.3390/educsci16010048
Barlow, D. H. (2000). Unraveling the mysteries of anxiety and its disorders from the perspective of emotion theory. The American Psychologist, 55(11), 1247–1263. https://doi.org/10.1037//0003-066x.55.11.1247
Barroso, C., Ganley, C. M., McGraw, A. L., Geer, E. A., Hart, S. A., & Daucourt, M. C. (2021). A meta-analysis of the relation between math anxiety and math achievement. Psychological Bulletin, 147(2), 134–168. https://doi.org/10.1037/bul0000307
Boonk, L., Gijselaers, H. J. M., Ritzen, H., & Brand-Gruwel, S. (2018). A review of the relationship between parental involvement indicators and academic achievement. Educational Research Review, 24, 10–30. https://doi.org/10.1016/j.edurev.2018.02.001

Caviola, S., Toffalini, E., Giofrè, D., Mercader Ruiz, J., Szűcs, D., & Mammarella, I. C. (2022). Math performance and academic anxiety forms, from sociodemographic to cognitive aspects: A meta-analysis on 906,311 participants. Educational Psychology Review, 34, 363–399. https://doi.org/10.1007/s10648-021-09618-5
Ching, B. H.-H., Wu, H. X., & Chen, T. T. (2021). Maternal achievement-oriented psychological control: Implications for adolescent academic contingent self-esteem and mathematics anxiety. International Journal of Behavioral Development, 45(3), 193–203. https://doi.org/10.1177/0165025420981638
Collins, L. M., & Lanza, S. T. (2010). Latent class and latent transition analysis: With applications in the social, behavioral, and health sciences. Wiley.
Deb, S., Strodl, E., & Sun, J. (2015). Academic stress, parental pressure, anxiety and mental health among Indian high school students. International Journal of Psychology and Behavioral Sciences, 5(1), 26–34.
Dowker, A., Sarkar, A., & Looi, C. Y. (2016). Mathematics anxiety: What have we learned in 60 years? Frontiers in Psychology, 7, 508. https://doi.org/10.3389/fpsyg.2016.00508
Eccles, J. S., & Wigfield, A. (2020). From expectancy-value theory to situated expectancy-value theory: A developmental, social cognitive, and sociocultural perspective on motivation. Contemporary Educational Psychology, 61, Article 101859. https://doi.org/10.1016/j.cedpsych.2020.101859
Eccles, J. S., Wigfield, A., Harold, R. D., & Blumenfeld, P. (1993). Age and gender differences in children’s self- and task perceptions during elementary school. Child Development, 64(3), 830–847. https://doi.org/10.2307/1131221
Fan, X., & Hui, A. N. N. (2025). Academic burnout and parent–child discrepancies in educational expectations among Chinese adolescents: A moderated mediation model. Behavioral Sciences, 15(7), 876. https://doi.org/10.3390/bs15070876
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109. https://doi.org/10.3102/00346543074001059
Gázquez Linares, J. J., Molero Jurado, M. del M., Pérez-Fuentes, M. del C., Martos Martínez, Á., & Simón Márquez, M. del M. (2023). Mediating role of emotional intelligence in the relationship between anxiety sensitivity and academic burnout in adolescents. International Journal of Environmental Research and Public Health, 20(1), 572. https://doi.org/10.3390/ijerph20010572
Graesser, A. C., Fiore, S. M., Greiff, S., Andrews-Todd, J., Foltz, P. W., & Hesse, F. W. (2018). Advancing the science of collaborative problem solving. Psychological Science in the Public Interest, 19(2), 59–92. https://doi.org/10.1177/1529100618808244
Guo, S., & Liao, S. (2025). The relationship between trait- and state-math anxiety and math engagement: The role of math learning context and task difficulty. British Journal of Educational Psychology, 95(3), 750–768. https://doi.org/10.1111/bjep.12746
Hill, F., Mammarella, I. C., Devine, A., Caviola, S., Passolunghi, M. C., & Szűcs, D. (2016). Maths anxiety in primary and secondary school students: Gender differences, developmental changes and anxiety specificity. Learning and Individual Differences, 48, 45–53. https://doi.org/10.1016/j.lindif.2016.02.006
Ikegulu, T. N. (1998). An empirical development of an instrument to assess mathematics anxiety and apprehension. Grambling State University.
Kang, X., Zhang, S., & Wu, Y. (2025). The effects of school psychological capital and achievement emotions on behavioral engagement of Chinese secondary mathematics learners: A structural equation modeling approach. Frontiers in Psychology, 16, Article 1646461. https://doi.org/10.3389/fpsyg.2025.1646461
Kapıkıran, Ş. (2016). Ebeveyn akademik başarı baskısı ve desteği ölçeğinin psikometrik değerlendirmeleri ve yapısal geçerlik: Ortaokul ve lise öğrencileri. Ege Eğitim Dergisi, 17(1), 62-83. https://doi.org/10.12984/eed.07848
Kline, R. B. (2015). Principles and practice of structural equation modeling (4th ed.). Guilford Press.
Ma, Y., Ma, C., & Lan, X. (2023). A person-centered analysis of emotional-behavioral functioning profiles in adolescents: Associations with teacher autonomy support and growth mindset. Current Psychology, 42, 20591–20605. https://doi.org/10.1007/s12144-022-03163-2
Mammarella, I. C., Caviola, S., Rossi, S., Patron, E., & Palomba, D. (2023). Multidimensional components of (state) mathematics anxiety: Behavioral, cognitive, emotional, and psychophysiological consequences. Annals of the New York Academy of Sciences, 1523(1), 91–103. https://doi.org/10.1111/nyas.14982
Mazman Akar, S. G., Birgin, O., Göksu, B., Uzun, K., Gümüş, B., & Peker, E. S. (2017). Matematik Dersine Bağlılık Ölçeği’nin Türkçeye uyarlama çalışması. Turkish Journal of Computer and Mathematics Education, 8(1), 28–51. https://doi.org/10.16949/turkbilmat.286926
Mete, G. (2021). Ortaokul öğrencilerine yönelik 21. yüzyıl becerileri ölçeğinin geliştirilmesi: Geçerlik ve güvenirlik çalışması. Sosyal Bilimler Dergisi, 51, 196–208. https://doi.org/10.29228/SOBIDER.50754
Nylund-Gibson, K., & Choi, A. Y. (2018). Ten frequently asked questions about latent class analysis. Translational Issues in Psychological Science, 4(4), 440–461. https://doi.org/10.1037/tps0000176
Özdemir, E., & Gür, H. (2011). Matematik kaygısı-endişesi ölçeğinin (MKEÖ) geçerlik ve güvenirlik çalışması. Eğitim ve Bilim, 36(161), 39–50.
Pavlova, A., Korhonen, J., Järvenoja, H., & Mononen, R. (2025). Developmental patterns of achievement emotions and math performance in primary school–differences in school burnout. European Journal of Psychology of Education, 40, Article 113. https://doi.org/10.1007/s10212-025-01020-x
Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18, 315–341. https://doi.org/10.1007/s10648-006-9029-9
Pekrun, R. (2024). Control-value theory: From achievement emotion to a general theory of human emotions. Educational Psychology Review, 36, 1–28. https://doi.org/10.1007/s10648-024-09909-7
Pekrun, R., Lichtenfeld, S., Marsh, H. W., Murayama, K., & Goetz, T. (2017). Achievement emotions and academic performance: Longitudinal models of reciprocal effects. Child Development, 88(5), 1653–1670. https://doi.org/10.1111/cdev.12704
Peng, L., Chen, H., Peng, J., Liang, W., Li, M., & Fu, W. (2025). The influence of parental burnout on middle school students’ academic achievement: Moderated mediation effect. Frontiers in Psychology, 16, Article 1530289. https://doi.org/10.3389/fpsyg.2025.1530289
Pinquart, M. (2016). Associations of parenting styles and dimensions with academic achievement in children and adolescents: A meta-analysis. Educational Psychology Review, 28(3), 475–493. https://doi.org/10.1007/s10648-015-9338-y
Pinquart, M. (2017). Associations of parenting dimensions and styles with externalizing problems of children and adolescents: An updated meta-analysis. Developmental Psychology, 53(5), 873–932. https://doi.org/10.1037/dev0000295
Podsakoff, P. M., MacKenzie, S. B., Lee, J.-Y., & Podsakoff, N. P. (2003). Common method biases in behavioral research: A critical review of the literature and recommended remedies. Journal of Applied Psychology, 88(5), 879–903. https://doi.org/10.1037/0021-9010.88.5.879
Quintero, M., Hasty, L., Li, T., Song, S., & Wang, Z. (2022). A multidimensional examination of math anxiety and engagement on math achievement. British Journal of Educational Psychology, 92(3), 955–973. https://doi.org/10.1111/bjep.12482
Raufelder, D., Hoferichter, F., Ringeisen, T., Regner, N., & Jacke, C. (2015). The perceived role of parental support and pressure in the interplay of test anxiety and school engagement among adolescents: Evidence for gender-specific relations. Journal of Child and Family Studies, 24, 3742–3756. https://doi.org/10.1007/s10826-015-0182-y
Rehman, N., Huang, X., Mahmood, A., AlGerafi, M. A. M., & Javed, S. (2024). Project-based learning as a catalyst for 21st-century skills and student engagement in the math classroom. Heliyon, 10(23), e39988. https://doi.org/10.1016/j.heliyon.2024.e39988
Rimm-Kaufman, S. E. (2010). Student Engagement in Mathematics Scale. University of Virginia.
Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Press.
Salmela-Aro, K., & Upadyaya, K. (2014). School burnout and engagement in the context of demands–resources model. British Journal of Educational Psychology, 84(1), 137–151. https://doi.org/10.1111/bjep.12018
Salmela-Aro, K., Kiuru, N., Leskinen, E., & Nurmi, J. E. (2009). School burnout inventory (SBI): Reliability and validity. European Journal of Psychological Assessment, 25(1), 48–57. https://doi.org/10.1027/1015-5759.25.1.48
Salmela-Aro, K., Upadyaya, K., Vinni-Laakso, J., & Hietajärvi, L. (2021). Adolescents' longitudinal school engagement and burnout before and during COVID-19—The role of socio-emotional skills. Journal of Research on Adolescence, 31(3), 796–807. https://doi.org/10.1111/jora.12654
Santos, A. C., Simões, C., Cefai, C., Freitas, E., & Arriaga, P. (2021). Emotion regulation and student engagement: Age and gender differences during adolescence. International Journal of Educational Research, 109, Article 101830. https://doi.org/10.1016/j.ijer.2021.101830
Seçer, İ., Halmatoc, S., Veyis, F., & Ates, B. (2013). Okul tükenmişlik ölçeğinin Türk Kültürüne uyarlanması: Güvenirlik ve geçerlik çalışması. Turkish Journal of Education, 2(2), 16-24. https://doi.org/10.19128/turje.181057
Şen, E. O. (2022). Middle school students’ engagement in mathematics and learning approaches: Structural equation modelling. Pedagogical Research, 7(2), em0124. https://doi.org/10.29333/pr/11908
Shin, H., & Chang, Y. (2022). Relational support from teachers and peers matters: Links with different profiles of relational support and academic engagement. Journal of School Psychology, 92, 209–226. https://doi.org/10.1016/j.jsp.2022.03.006
Skinner, E. A., Furrer, C. J., Marchand, G., & Kindermann, T. A. (2008). Engagement and disaffection in the classroom: Part of a larger motivational dynamic? Journal of Educational Psychology, 100(4), 765–781. https://doi.org/10.1037/a0012840
Song, Y., Wu, J., Zhou, Z., Tian, Y., Li, W., & Xie, H. (2024). Parent-adolescent discrepancies in educational expectations, relationship quality, and study engagement: A multi-informant study using response surface analysis. Frontiers in Psychology, 15, Article 1288644. https://doi.org/10.3389/fpsyg.2024.1288644
Sorvo, R., Kiuru, N., Koponen, T., Aro, T., Viholainen, H., Ahonen, T., & Aro, M. (2022). Longitudinal and situational associations between math anxiety and performance among early adolescents. Annals of the New York Academy of Sciences, 1514(1), 174–186. https://doi.org/10.1111/nyas.14788
Spurk, D., Hirschi, A., Wang, M., Valero, D., & Kauffeld, S. (2020). Latent profile analysis: A review and “how to” guide of its application within vocational behavior research. Journal of Vocational Behavior, 120, 103445. https://doi.org/10.1016/j.jvb.2020.103445
Sullanmaa, J., Tikkanen, L., Ulmanen, S., & Pyhältö, K. (2025). Life satisfaction, relatedness, and study engagement in the upper secondary school transition: The function of social support. Social Psychology of Education, 28, Article 128. https://doi.org/10.1007/s11218-025-10081-1
Thornhill-Miller, B., Camarda, A., Mercier, M., Burkhardt, J.-M., Morisseau, T., Bourgeois-Bougrine, S., Vinchon, F., El Hayek, S., Augereau-Landais, M., Mourey, F., Feybesse, C., Sundquist, D., & Lubart, T. (2023). Creativity, critical thinking, communication, and collaboration: Assessment, certification, and promotion of 21st century skills for the future of work and education. Journal of Intelligence, 11(3), 54. https://doi.org/10.3390/jintelligence11030054
Tuominen-Soini, H., Salmela-Aro, K., & Niemivirta, M. (2012). Achievement goal orientations and academic well-being across the transition to upper secondary education. Learning and Individual Differences, 22(3), 290–305. https://doi.org/10.1016/j.lindif.2012.01.002
Upadyaya, K., & Salmela-Aro, K. (2013). Development of school engagement in association with academic success and well-being in varying social contexts: A review of empirical research. European Psychologist, 18(2), 136–147. https://doi.org/10.1027/1016-9040/a000143
van Laar, E., van Deursen, A. J. A. M., van Dijk, J. A. G. M., & de Haan, J. (2020). Determinants of 21st-century skills and 21st-century digital skills for workers: A systematic literature review. SAGE Open, 10(1), 1–14. https://doi.org/10.1177/2158244019900176
Wang, M.-T., & Eccles, J. S. (2013). School context, achievement motivation, and academic engagement: A longitudinal study of school engagement using a multidimensional perspective. Learning and Instruction, 28, 12–23. https://doi.org/10.1016/j.learninstruc.2013.04.002
Wang, M.-T., & Fredricks, J. A. (2014). The reciprocal links between school engagement, youth problem behaviors, and school dropout during adolescence. Child Development, 85(2), 722–737. https://doi.org/10.1111/cdev.12138
Wang, M.-T., Fredricks, J. A., Ye, F., Hofkens, T. L., & Linn, J. S. (2019). The math and science engagement scales: Scale development, validation, and psychometric properties. Learning and Instruction, 43, 16–26. https://doi.org/10.1016/j.learninstruc.2016.01.008
Wang, Z., Borriello, G. A., Oh, W., Lukowski, S., & Malanchini, M. (2021). Co-development of math anxiety, math self-concept, and math value in adolescence: The roles of parents and math teachers. Contemporary Educational Psychology, 67, Article 102016. https://doi.org/10.1016/j.cedpsych.2021.102016
Widlund, A., Tuominen, H., & Korhonen, J. (2023). Reciprocal effects of mathematics performance, school engagement and burnout during adolescence. British Journal of Educational Psychology, 93(1), 183–197. https://doi.org/10.1111/bjep.12548
Wigfield, A., Rosenzweig, E. Q., & Eccles, J. S. (2017). Achievement values: Interactions, interventions, and future directions. In A. J. Elliot, C. S. Dweck, & D. S. Yeager (Eds.), Handbook of competence and motivation: Theory and application (2nd ed., pp. 116–134). Guilford Press.
Xia, Q., Yin, H., Hu, R., Li, X., & Shang, J. (2022). Motivation, engagement, and mathematics achievement: An exploratory study among Chinese primary students. SAGE Open, 12(4), 21582440221134609. https://doi.org/10.1177/21582440221134609
Zimmer-Gembeck, M. J., Skinner, E. A., Scott, R. A., Ryan, K. M., Hawes, T., Gardner, A., & Duffy, A. L. (2023). Parental support and adolescents’ coping with academic stressors: A longitudinal study of parents’ influence beyond academic pressure and achievement. Journal of Youth and Adolescence, 52, 2464–2479. https://doi.org/10.1007/s10964-023-01864-w

Details

Primary Language

English

Subjects

Measurement and Evaluation in Education (Other)

Journal Section

Research Article

Authors

Muhammed Celal Uras ^*
0000-0003-3994-8723
Türkiye

Early Pub Date

July 16, 2026

Publication Date

August 14, 2026

Submission Date

May 13, 2026

Acceptance Date

July 7, 2026

Published in Issue

Year 2026 Volume: 7 Number: 3

DOI

https://doi.org/10.63612/ijesp.1950753

IZ

https://izlik.org/JA77XC96EP

Cite

RIS / Bibtex

APA

Uras, M. C. (2026). Mathematics Anxiety, Engagement, Burnout, and Parental Academic Pressure and Support: A Latent Profile Analysis of Adolescents. International Journal of Educational Studies and Policy, 7(3), 429-448. https://doi.org/10.63612/ijesp.1950753

AMA

1.Uras MC. Mathematics Anxiety, Engagement, Burnout, and Parental Academic Pressure and Support: A Latent Profile Analysis of Adolescents. IJESP. 2026;7(3):429-448. doi:10.63612/ijesp.1950753

Chicago

Uras, Muhammed Celal. 2026. “Mathematics Anxiety, Engagement, Burnout, and Parental Academic Pressure and Support: A Latent Profile Analysis of Adolescents”. International Journal of Educational Studies and Policy 7 (3): 429-48. https://doi.org/10.63612/ijesp.1950753.

EndNote

Uras MC (August 1, 2026) Mathematics Anxiety, Engagement, Burnout, and Parental Academic Pressure and Support: A Latent Profile Analysis of Adolescents. International Journal of Educational Studies and Policy 7 3 429–448.

IEEE

[1]M. C. Uras, “Mathematics Anxiety, Engagement, Burnout, and Parental Academic Pressure and Support: A Latent Profile Analysis of Adolescents”, IJESP, vol. 7, no. 3, pp. 429–448, Aug. 2026, doi: 10.63612/ijesp.1950753.

ISNAD

Uras, Muhammed Celal. “Mathematics Anxiety, Engagement, Burnout, and Parental Academic Pressure and Support: A Latent Profile Analysis of Adolescents”. International Journal of Educational Studies and Policy 7/3 (August 1, 2026): 429-448. https://doi.org/10.63612/ijesp.1950753.

JAMA

1.Uras MC. Mathematics Anxiety, Engagement, Burnout, and Parental Academic Pressure and Support: A Latent Profile Analysis of Adolescents. IJESP. 2026;7:429–448.

MLA

Uras, Muhammed Celal. “Mathematics Anxiety, Engagement, Burnout, and Parental Academic Pressure and Support: A Latent Profile Analysis of Adolescents”. International Journal of Educational Studies and Policy, vol. 7, no. 3, Aug. 2026, pp. 429-48, doi:10.63612/ijesp.1950753.

Vancouver

1.Muhammed Celal Uras. Mathematics Anxiety, Engagement, Burnout, and Parental Academic Pressure and Support: A Latent Profile Analysis of Adolescents. IJESP. 2026 Aug. 1;7(3):429-48. doi:10.63612/ijesp.1950753