Mathematics Anxiety and Parental Expectations: A Correlational Study on Secondary School Students

Regina Grace Ferrer; Jefferson Isidro; Eduard Albay

doi:10.48017/dj.v11i2.3675

Autores

Regina Grace Ferrer Don Mariano Marcos Memorial State University, Filipinas https://orcid.org/0009-0001-9509-4112
Jefferson Isidro Don Mariano Marcos Memorial State University, Filipinas
Eduard Albay Don Mariano Marcos Memorial State University, Filipinas

DOI:

https://doi.org/10.48017/dj.v11i2.3675

Palavras-chave:

Expectativas Parentais, Ansiedade em Matemática, Estudantes do Ensino Fundamental II, Estudo Qualitativo, Bem-Estar Emocional

Resumo

Este estudo qualitativo explora a influência das expectativas parentais percebidas nas experiências de ansiedade em matemática de alunos do ensino fundamental II em uma escola pública secundária. Utilizando entrevistas semiestruturadas, as narrativas de 25 alunos do 7º ao 10º ano foram analisadas tematicamente para compreender as origens, manifestações, estratégias de enfrentamento e o impacto mais amplo da ansiedade em matemática moldada pela pressão dos pais. Os resultados revelaram quatro categorias temáticas principais: (1) Expectativas e Pressões Parentais Percebidas, destacando os fardos emocionais dos alunos resultantes de altas expectativas, comparações familiares e sinais não verbais de desapontamento; (2) Indicações de Ansiedade em Matemática e Seus Desencadeadores, mostrando o sofrimento emocional dos alunos, bloqueios cognitivos e respostas fisiológicas, como náusea, durante tarefas matemáticas; (3) Estratégias de Enfrentamento e Sistemas de Apoio, em que os alunos recorrem à iniciativa pessoal, ao apoio de irmãos ou ao incentivo de professores para lidar com o estresse; e (4) Influência no Bem-Estar Acadêmico e Pessoal, ilustrando que a ansiedade em matemática afeta negativamente o autoconceito acadêmico, a motivação e a saúde mental. Os resultados estão em consonância com estudos recentes da Loughborough University (2025), Dialnet (2025) e OECD PISA (2023), que sugerem que a pressão parental contribui significativamente para o aumento da ansiedade e a diminuição do desempenho. O estudo ressalta a necessidade de uma participação parental mais empática e solidária e destaca o papel fundamental dos ambientes doméstico e escolar na promoção da resiliência matemática e do bem-estar emocional dos alunos.

Biografia do Autor

Regina Grace Ferrer, Don Mariano Marcos Memorial State University, Filipinas

0009-0001-9509-4112; Don Mariano Marcos Memorial State University-South La Union Campus. Agoo, La Union, (AGOO-LU) Filipinas.reginaferrer1323@gmail.com

Jefferson Isidro, Don Mariano Marcos Memorial State University, Filipinas

0000-0002-4433-8228; Don Mariano Marcos Memorial State University-South La Union Campus. Agoo, La Union, (AGOO-LU) Filipinas. jisidro@dmmmsu.edu.ph

Eduard Albay, Don Mariano Marcos Memorial State University, Filipinas

0000-0001-6087-1340; Don Mariano Marcos Memorial State University-South La Union Campus. Agoo, La Union, (AGOO-LU) Filipinas.ealbay@dmmmsu.edu.ph

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