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