Investigando la autoeficacia, la ansiedad, las actitudes y los logros de las matemáticas con respecto al género y el tipo de escuela.

Autores/as

  • Senol Recber Middle East Technical University
  • Mine Isiksal Middle East Technical University
  • Yusuf Koc Middle East Technical University
DOI: https://doi.org/10.6018/analesps.34.1.229571
Palabras clave: Autoeficacia, ansiedad, rendimiento académico, género

Resumen

El propósito de este estudio fue investigar la relación entre la autoeficacia en matemáticas, la ansiedad en matemáticas, la actitud con respecto a matemáticas, el rendimiento en matemáticas de los estudiantes del séptimo grado y el género y el tipo de escuela. Con el fin de examinar la diferencia  en  la autoeficacia,  la  ansiedad,  la actitud  y  el  rendimiento  en cuanto al género y al tipo de escuela se realizó análisis de la varianza (ANOVA) de dos vias. Además, se ejecutó un análisis de regresión múltiple para investigar el papel de autoeficacia, ansiedad, actitud y género y tipo de escuela en la predicción del rendimiento en matemáticas de los estudiantes del séptimo grado. Los resultados revelaron que el género tiene un efecto principal significativo sobre las puntuaciones de autoeficacia, las puntuaciones de actitud, las puntuaciones de ansiedad y el rendimiento en matemáticas. Sin embargo, el tipo de escuela no tiene un efecto principal significativo sobre las puntuaciones de autoeficacia, las puntuaciones de ansiedad y las puntuaciones del rendimiento pero tiene un efecto significativo sobre las puntuaciones de actitud. Los resultados también confirman que el modelo proporcionado consta de la autoeficacia, la ansiedad, la actitud, el género y el tipo de escuela, predijo significativamente las puntuaciones de rendimiento.

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Publicado
15-12-2017
Cómo citar
Recber, S., Isiksal, M., & Koc, Y. (2017). Investigando la autoeficacia, la ansiedad, las actitudes y los logros de las matemáticas con respecto al género y el tipo de escuela. Anales de Psicología / Annals of Psychology, 34(1), 41-51. https://doi.org/10.6018/analesps.34.1.229571
Número
Sección
Psicología evolutiva y de la educación