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The academic performance of students in mathematics has been a topic of interest in a wide list of researches in the field of Mathematics Education, then this is the motivation that gave rise to this academic work, in which the possible correlation between factors of different emotional and academic performance in Mathematics was evaluated. These results are part of a macro project, in which data were collected from a private educational institution characterized by obtaining good results in State Tests, for which it has the recognition of quality at the regional level. A quantitative approach is applied at a descriptive correlational cross-sectional level following a field design, conforming to a sample of 285 students who joined voluntarily. The data collection took place during the second semester of the year 2021 amid the non-presence due to Covid-19, so a Google form was used. The results highlight that recognizing mathematics as indispensable for success in life, the teacher's availability and the incorporation of everyday situations in-class exercises or problems, turned out to be correlated with the academic success of the students.
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