Unraveling the link: math anxiety’s role in the relationship between math self-efficacy and math achievement

Autores/as

DOI:

https://doi.org/10.48017/dj.v10i1.2994

Palabras clave:

course anxiety, task anxiety, test anxiety

Resumen

Los maestros y padres siguen de cerca el progreso de los estudiantes en matemáticas, reconociendo su papel fundamental en moldear sus perspectivas y desbloquear diversas oportunidades profesionales. A pesar de la extensa investigación destinada a mejorar el rendimiento matemático, ciertos factores siguen siendo cruciales, especialmente la ansiedad matemática y la autoeficacia. Este estudio investiga la interacción entre estos conceptos, centrándose en particular en el papel de la ansiedad matemática en mediar la relación entre la autoeficacia matemática y el rendimiento matemático general entre los estudiantes de secundaria. Con la participación de 471 personas, esta investigación empleó un enfoque basado en encuestas utilizando un cuestionario adaptado. El análisis de correlación reveló una asociación significativa entre la autoeficacia matemática y el rendimiento académico. El análisis de regresión además aclaró que la ansiedad matemática sirve como un mediador parcial en esta relación. Especialmente, los hallazgos sugieren que reducir los niveles de ansiedad matemática fortalece la influencia positiva de la autoeficacia matemática en el rendimiento matemático de los estudiantes. Estas ideas ofrecen implicaciones valiosas para intervenciones educativas destinadas a fomentar un entorno de apoyo propicio para el aprendizaje y el logro matemático.

Métricas

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Biografía del autor/a

Jonathan Wong, Romblon State University, Philippines

0000-0002-1145-2817. Romblon State University. Philippines. Emaoil: jonathanwong@rsu.edu.ph

Carmen M. Ramo, Department of Education. Philippines

0009-0002-7029-0923   Department of Education. Philippines. Email:carmeenramo@gmail.com

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Publicado

2025-03-13

Cómo citar

Wong, J., & Ramo, C. M. (2025). Unraveling the link: math anxiety’s role in the relationship between math self-efficacy and math achievement. Diversitas Journal, 10(1). https://doi.org/10.48017/dj.v10i1.2994