Sentido numérico y perseverancia académica entre estudiantes de secundaria: un modelo de mediación en serie de conciencia metacognitiva matemática y ansiedad matemática

Autores/as

DOI: https://doi.org/10.6018/analesps.600901
Palabras clave: Perseverancia académica, Sentido numérico, Ansiedad matemática, Conciencia metacognitiva matemática

Resumen

El presente estudio examinó si el sentido numérico estaba relacionado con la perseverancia académica y si esta relación estaba mediada por la conciencia metacognitiva matemática y la ansiedad matemática. Se recopilaron datos de 231 estudiantes de séptimo y octavo grado de escuelas intermedias mediante medidas de autoinforme de sentido numérico, perseverancia académica, conciencia metacognitiva y ansiedad matemática. Los resultados revelaron una asociación positiva significativa entre el sentido numérico y la conciencia de metacognición matemática, así como una asociación negativa significativa entre el sentido numérico y la ansiedad matemática. Además, los resultados indicaron que el sentido numérico facilitó la perseverancia académica a través de la conciencia de la metacognición matemática y luego de la ansiedad matemática. Estos hallazgos contribuyen a la comprensión de cómo estos factores pueden afectar la perseverancia académica en los estudiantes de secundaria.

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Publicado
19-07-2024
Cómo citar
Aksu, Z., Kul, Ümit, & Satıcı, S. A. (2024). Sentido numérico y perseverancia académica entre estudiantes de secundaria: un modelo de mediación en serie de conciencia metacognitiva matemática y ansiedad matemática. Anales de Psicología / Annals of Psychology, 40(3), 421–431. https://doi.org/10.6018/analesps.600901
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Psicología evolutiva y de la educación