Relación entre ansiedad matemática y rendimiento académico en matemáticas en estudiantes de secundaria

Esta investigación correlacional buscó identificar la relación entre ansiedad matemática y rendimiento académico en matemáticas. Se trabajó con 127 estudiantes de un colegio de secundaria de Colombia, 68 niñas y 59 niños, con edad promedio de 14.34 años, quienes respondieron la Escala de ansiedad matemática de Fennema-Sherman, la cual tiene un nivel de confiabilidad de .88. Los resultados mostraron que el promedio académico es 4.1, alto según los criterios establecidos por el Ministerio de Educación Nacional de Colombia, que las niñas tienen un promedio más alto y que su nivel de ansiedad es mayor que los niños. En la relación ansiedad matemática vs. rendimiento académico en matemáticas, se halló una relación inversa, es decir a mayor ansiedad menor rendimiento académico. Como conclusión se propuso a las directivas del colegio diseñar un programa en pro de la modificación de respuestas emocionales, debido a que se evidenció en las niñas, la influencia de factores afectivos en el aprendizaje de las matemáticas

Esta pesquisa correlacional buscou identificar a relação entre ansiedade matemática e rendimento acadêmico em matemática. Trabalhou-se com 127 estudantes de um colégio de ensino médio da Colômbia, 68 meninas e 59 meninos, com idade média de 13.34 anos, que responderam à Escala de ansiedade matemática de Fennema-Sherman, cujo nível de confiabilidade é de .88. Os resultados demonstraram que a média acadêmica é 4.1, considerada alta de acordo com os critérios estabelecidos pelo Ministério de Educação Nacional da Colômbia; que as meninas têm uma média mais alta; e que seu nível de ansiedade é maior que o dos meninos. Em relação à ansiedade matemática vs. rendimento acadêmico em matemática, foi encontrada uma relação inversa, ou seja, quanto maior a ansiedade, menor o rendimento acadêmico. Como conclusão, se propõe à direção do colégio projetar um programa a favor da modificação das respostas emocionais, devido ao fato de a influência de fatores afetivos no aprendizado da matemática ser evidente nas meninas

The objective of this correlational research is to identify the relation between mathematical anxiety and academic performance in the area of mathematics by analyzing the answers to the Fennema-Sherman mathematical anxiety scale (.88 confidence level) given by 127 secondary school students (68 girls and 59 boys) with an average age of 14.34 years old. The GPA of students was 4.1, a high GPA according to the criteria of the Colombian Ministry of National Education. Furthermore, girls obtained a higher GPA than boys although their level of anxiety was higher too. Regarding the relation between mathematical anxiety and academic performance in the area of mathematics, this study shows that they are inversely related, that is, the greater the anxiety, the lower the academic performance. As a result of this study, the staff of school directors were suggested to design a program to modify the emotional responses of students, considering the fact that girls are influenced by affection-related factors with regard to the mathematical learning process

The relationship of internalizing problems with emotional intelligence and social skills in secondary education students: gender differences

Internalizing problems (depression, anxiety, social anxiety, somatic complaints, post-traumatic symptoms, and obsession-compulsion) are very important in adolescents' development. These problems can be related with people who lack social skills and poorly handle their emotions. This study assessed 1358 secondary education students (12-17 years) to analyze the relationship linking internalizing problems, emotional intelligence, and social skills. The results showed not only how these constructs were related, but how students' internalizing problems varied according to their emotional intelligence and social skills. They also indicated that two in every three males, and just over one in every two females, obtained high scores for internalizing problems. The model showed a good fit: χ2(85) = 201.161 p <0.001; X2/g/ = 2.367; CFI = 0.919; NFI = 0.869; TLI = 0.900; RMSEA = 0.075, IC 95% (0.062-0.089). Finally, gender influenced the way that internalizing problems, emotional intelligence, and social skills were related, and an inverse relation appeared to link internalizing problems, emotional intelligence (r = - .77), and social skills (r = - .52) for females, while this relationship was poorer for males. By way of conclusion, we state that internalizing problems are related with emotional intelligence and social skills in secondary education students, but this relationship differs according to gender.(AU)