Background: Different authors indicate that attitudes towards mathematics, executive functions, and prior mathematical knowledge represent central variables in mathematics learning; however, there is no evidence about their joint and relative contribution to the prediction of mathematics performance in high school students. Main goal: To analyze the contribution of perceived competence, mathematics enjoyment, executive functions, and prior knowledge in the prediction of mathematics performance in first and second-year high school students. Method: Participants were 178 students who were enrolled in the first two years of high school (Mage = 13.4 years, SD = .32; 45.5% boys). Results: The set of variables explained 49% of the variance in mathematics performance, with perceived competence, mathematics enjoyment, and working memory being significant predictors. No differences were found in ...