Many educators posed in class why students lack interest in learning mathematics. Regularly this lack of interest in learning is accompanied with difficulties and is perceived by teachers, in general, from the basic stage until the adult stage process. The study seeks to explain the strength of association or correlation between social psychology, and analyse the interrelationship between attitude toward mathematics and academic performance of college students from Panama and Mexico. We evaluated 1076 students from both countries, under the three attitude components: cognitive, affective and behavioural. The results of the study revealed that there are significant correlations between attitudes toward mathematics and academic performance by college students. This study sensitizes us to the fact that having a positive attitude towards mathematics is a demonstration in which they participate directly or indirectly such as teachers and everyone else involved in the teaching-learning process. However, we recognize a more intimate involvement in teaching, and rightful address issues traditionally ignored by all. Moreover, affective and emotional wellbeing issues are addressed, even with the limitations and loopholes that the years leave in the student. Betters result could be achieved if the student sets goals with a degree of difficulty, that he or she perceive his or her own progress.