Predictive Study of Mathematical Performance in PISA 2012: Focus of Learning Facing the Attribution of Failure

Mathematics is critical in the development of the individual. There are several variables that can predict student's future poor performance in the competence of mathematics. The aim of this study was to analyse and predict student's future mathematical performance according to: student's attributions of failure and student's approach to learning. In this study, we used a descriptive research design using survey research based on the application of a questionnaire. The association between student attributions of failure and student's approach to learning, with a focus on performance in mathematics, is very poor considering the independence of these variables and that they are negligibly related. Results in this study, the highest association with mathematical competence is established with: "This week, my teacher did not explain the concepts well enough for me to properly understand them" [chi 2=.103; p<.001] and "Essential aspects vs. Prior knowledge vs. Learning from memory" [chi 2=.155; p<.001]. Studies on predicting student's performance indicate that student's attributions have a greater predictive capacity for mathematical performance. The importance of operating with the attributional style in optimising student performance in the whole class is recommended.