Atribuciones de resultados en matemáticas que predicen la ansiedad a la evaluación

  1. Fernández Sogorb, Aitana 1
  2. Jiménez Ayala, Carlos Edisson 2
  3. Cargua García, Nancy Isabel 2
  1. 1 Universitat d'Alacant
    info

    Universitat d'Alacant

    Alicante, España

    ROR https://ror.org/05t8bcz72

  2. 2 Universidad Central del Ecuador
    info

    Universidad Central del Ecuador

    Quito, Ecuador

    ROR https://ror.org/010n0x685

Journal:
International Journal of Developmental and Educational Psychology: INFAD. Revista de Psicología

ISSN: 0214-9877

Year of publication: 2023

Issue Title: ABOUT THE SOCIAL AND THE MENTAL HEALTH

Volume: 1

Issue: 1

Pages: 79-88

Type: Article

DOI: 10.17060/IJODAEP.2023.N1.V1.2483 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: International Journal of Developmental and Educational Psychology: INFAD. Revista de Psicología

Sustainable development goals

Abstract

Given the considerable increase in educational research focused on the identification of school situations that generate anxiety and factors that demotivate students in their learning process of mathematics, it is necessary to deepen this relationship to reduce the difficulties that students have on this subject. Specifically, this research paper set out to examine the predictive capability of the attributions of results in mathematics to ability, effort, and external causes on test anxiety. A sample of 621 participants aged 12 to 18 (M =14.79; SD = 1.83) was recruited. The selected students responded to the factors referring to situations that generate test anxiety from the School Anxiety Inventory, in addition to responding to the Sydney Attribution Scale. Once the logistic regression analyses were carried out, it was found that students are more likely to show test anxiety as their tendency to attribute failures in the area of mathematics to ability and effort increases. However, students are less likely to show anxiety in assessment situations when they tend to attribute their successes in the area of mathematics to ability and effort. These results allow us to conclude that mathematics teachers must have the necessary skills to make appropriate comments to the student about their results and thus the students feel motivated to continue learning mathematics without fear of assessment situations.

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Data source: Dialnet