Los efectos de la aspiración autopedagógica y de la autoeficacia en el rendimiento en matemáticas en los niños: Un modelo de mediación en cadena moderado


DOI: https://doi.org/10.6018/analesps.366621
Palabras clave: Aspiración autoeducativa, autoeficacia, motivación instrumental, ansiedad, rendimiento en matemáticas


Muchos estudios anteriores han discutido la influencia de factores extrínsecos (por ejemplo, hábitat) en el éxito académico de los niños de China occidental. El presente estudio se centró en cuatro factores no cognitivos, aspiración autopedagógicas, autoeficacia, motivación instrumentaly ansiedad, que puede afectar el logro de las matemáticas. El propósito de este estudio era investigar los mecanismos de cómo estos cuatro factores no cognitivos afectaron logro matemáticas. 5774 primaria los estudiantes del grado 4 º y 5 º en el oeste de China participaron en este estudio. Se construyó un modelo de mediación encadenado moderado. Los resultados mostraron que autopedagógicas aspiración positiva podía predecir logro matemáticas. Sin embargo, la ansiedad y motivación instrumental forman encadenado mediación entre autopedagógicas logro de aspiración y de las matemáticas y el logro de matemáticas negativamente prevista. Además, la autoeficacia desempeñó un papel moderado en la relación entre la aspiración de la autopedagógicas y la ansiedad.


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Cómo citar
Liu, T., Chen, X., Liu, M., Zhang, Y., Xin, T., & Wang, Y. (2020). Los efectos de la aspiración autopedagógica y de la autoeficacia en el rendimiento en matemáticas en los niños: Un modelo de mediación en cadena moderado. Anales de Psicología / Annals of Psychology, 36(2), 262–270. https://doi.org/10.6018/analesps.366621
Psicología evolutiva y de la educación