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This study aims to evaluate the real effect of students' subjective and emotional spheres on academic performance in science and to compare it with other objective and structural factors. The Spanish sample is made up of 6,736 15-year-old students who participated in the PISA 2015 study. In order to evaluate the relationship between the different variables, a confirmatory factor analysis was performed and a structural equations model was constructed and evaluated. The importance of the subjective and emotional dimensions in student performance in the sciences is clear, and families' socioeconomic levels are somehow related as well. Student anxiety has a negative impact on their performance, while their enjoyment learning science has a positive impact. Achievement motivation has a significant impact on performance in science, followed by a sense of belonging to the school and collaboration.

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