Factores cognitivos y actitudinales involucrados en el desempeño en matemáticas en estudiantes de secundaria
Palabras clave:
desempeño académico, funciones ejecutivas, actitudes hacia las matemáticas, adolescentes
Resumen
Antecedentes: distintos autores indican que las actitudes hacia las matemáticas, las funciones ejecutivas y el conocimiento matemático previo representan variables centrales en el aprendizaje de esta asignatura; no obstante, no se dispone de evidencia respecto a su contribución conjunta y relativa para la predicción del desempeño en matemáticas en estudiantes de nivel secundario. Objetivo general: analizar la contribución de la competencia percibida, el gusto por las matemáticas, las funciones ejecutivas y el conocimiento previo en la predicción del desempeño en matemáticas en estudiantes de primer y segundo año del nivel secundario. Método: participaron 178 estudiantes de los primeros años de secundaria (edad M = 13.4 años, DE = .32; 45.5% varones). Resultados: se halló que el conjunto de variables explicó el 49% de la varianza en el desempeño en matemáticas, siendo la competencia percibida, el gusto por las matemáticas y la memoria de trabajo predictores significativos. No se hallaron diferencias en la fuerza de la relación de la memoria de trabajo con el desempeño en matemáticas entre los años escolares analizados. Conclusiones: los aspectos actitudinales evaluados y la memoria de trabajo representan variables de importancia para predecir el desempeño en matemáticas en el nivel secundario.
Contribución de autoría
Todos los autores aportaron en todos los aspectos del trabajo.
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Publicado
2023-05-23
Cómo citar
Stelzer, F., Aydmune, Y., García-Coni, A., Vernucci, S., & Introzzi, I. (2023, mayo 23). Factores cognitivos y actitudinales involucrados en el desempeño en matemáticas en estudiantes de secundaria. LIBERABIT. Revista Peruana De Psicología, 29(1), e659. https://doi.org/https://doi.org/10.24265/liberabit.2023.v29n1.659
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