Atitude e desempenho em matemática, crenças autorreferenciadas e família: uma path-analysis

Referencias

AIKEN, L. R. Nonintellective variables and mathematics achievement: Directions for research.Journal of School Psychology, Illinois, v. 8, n. 1, p. 28-36, 1970. AINLEY, M.; AINLEY J. Student engagement with science in early adolescence: The contribution of enjoyment to students’ continuing interest in learning about science. Contemporary Educational Psychology, Amsterdam, n. 36, p. 4-12, 2011. ANTHONY, G.; WALSHAW, M. Characteristics of effective teaching of mathematics: A view from the West. Journal of Mathematics Education, Irvine, CA, v. 2, n. 2, p. 147-164, 2009. AUZMENDI, E. Las actitudes hacia la matematica-estadistica en las enseñanzas medias y universitaria. Dpto. de Investigación y Evaluación Educativa de la Universidad de Deusto, Bilbao: Ediciones Mensajero, 1992. 120 p. BANDURA, A. Self-efficacy: The exercise of control. 1. ed. New York: W.H. Freeman, 1997. 604 p. BENTLER, P. M. EQS Structural equations program manual. 1. ed. Encino, CA: Multivariate Software, Inc., 1995. 272 p. BENTLER, P. M.; WU, E. J. C. EQS for Windows user’s guide. 1. ed. Los Angeles, CA: BMDP Estatistical Software, 1995. 26 p. BOEKAERTS, M.; CORNO, L. Self-regulation in the classroom: A perspective on assessment and intervention. Applied Psychology: An International Review, New Jersey, v. 54, n. 2, p. 199-231, 2005. BORNSTEIN, M. H. Handbook of parenting. Social conditions and applied parenting. v. 4. New Jersey: Lawrence Erlbaum Associates, 2008. 598 p. BRITO, M. R. F. Adatação e validação de uma escala de atitudes em relação à matemática. Zetetiké, Campinas, v. 6, n. 9, p. 109-162, 1998. BRITO, M. R. F. Psicologia da educação matemática: um ponto de vista. Educar em Revista, Curitiba, n. especial 1, p. 29-45, 2011. BRITO, M. R. F.; GONÇALEZ, M. H. C. C.; VENDRAMINI, C.M. Adaptação e validação de uma escala de atitudes em relação à matemática. In: REUNIÃO ANUAL DA SOCIEDADE BRASILEIRA DE PSICOLOGIA, 29., 1999, Campinas. Anais... Ribeirão Preto: SBP / Legis Summa, 1999. p. 153- 154. BRITO, M. R. F.; INGLEZ DE SOUZA, L. F. N. Autoeficácia na solução de problemas matemáticos e variáveis relacionadas. Temas em Psicologia, Ribeirão Preto, v. 23, n. 1, p. 29-47, 2015. BYRNE, B. M. Structural equation modeling with EQS and EQS/Windows: Basic concepts, applications and programming. 1. ed. Thousand Oaks: Sage, 1994. 304 p. CHAO, R. K. Extending the research on the consequences of parenting style of Chinese Americans and European Americans. Child Development, New Jersey, n. 72, p. 1832-1843, 2001. COOPER, J.; BLACKMAN, S. F.; KELLER, K. T. The science of attitudes. 1. ed. New York: Routledge/Psychology Press, 2016. 358 p. DOBARRO, V. R.; BRITO, M. R. F. Atitude e crença de autoeficácia: relações com o desempenho em matemática. Educação Matemática em Pesquisa, São Paulo, v. 12, n. 2, p. 199-220, 2010. DWECK, C. S.; MASTER, A. Self-theories motivate self-regulated learning. In: SCHUNK, D. H.; ZIMMERMAN, B. J. (Ed.). Motivation and self-regulated learning: Theory, research, and application. New York: Ed. Routledge, 2008. p. 31-51. EAGLY, A. H.; CHAIKEN, S. Attitude, structure and function. In: GILBERT, D. T.; FISKE, S. T. (Ed.). The handbook of social psychology. Boston: Ed. McGraw-Hill, 1998. p. 269-322. FENNEMA, E.; SHERMAN, J. A. Modified Fennema-Sherman Attitude Scales. Woodrow Wilson gender equity in mathematics and science congress. 1. ed. New Jersey: WWNFF-GEMS, 1993. 161 p. FIEDLER, K.; BEIER, S. Affect and cognitive processes in educational contexts. In: PEKRUN, R.; LINNENBRINK-GARCIA, L. (Ed.). International handbook of emotions in education. New York: Routledge, 2014. p. 36-55. GOLDIN, G. A. Perspectives on emotion in mathematical engagement, learning, and problem solving. In: PEKRUN, R.; LINNENBRINK-GARCIA, L. (Ed.). International handbook of emotions in education. New York: Routledge, 2014. p. 391-414. GRAHAM, S.; TAYLOR, A. Z. Attribution theory and motivation in school. In: WENTZEL, K. R.; MIELE, D. B. (Ed.). Handbook of motivation at school. New York: Routledge, 2016. p. 11-33. GROLNICK, W. S.; RYAN, R. M.; DECI, E. L. Inner resources for school achievement: Motivational mediators of children’s perceptions of their parents. Journal of Educational Psychology, Washington, DC, v. 83, n. 4, p. 508-517, 1991. HESS, R. D.; CHIH-MEI, C.; MC DEVITT T. M. Cultural variations in family beliefs aboutchildren’s performance in Mathematics: Comparisons among people’s Republic of China, Chinese- American and Caucasian-American families. Journal of Educational Psychology, Washington, DC, v. 79, n. 2, p. 179-188, 1987. HIEBERT, J.; GROUWS, D. A. The effects of classroom mathematics teaching on students’ learning. In: LESTER JR., F. K. (Ed.). Second handbook of research on mathematics teaching and learning. Greenwich: Information Age, 2007. p. 371-404. JACOB, A. V.; LOUREIRO, S. R. Autoconceito e desempenho escolar. REUNIÃO ANUAL DE PSICOLOGIA, 29., 1999, Campinas. Anais... Campinas: Ribeirão Preto: SBP / Legis Summa, 1999, p. 165-166. JÖRESKOG, K.; SÖRBOM, D. Lisrel 8: User’s reference guide. Illinois: Scientific Software International, 2. ed., 1996. 384 p. LAFORTUNE, L.; ST-PIERRE, L. La pensée et les émotions en mathématiques: métacognition et affectivité. 1. ed. Montreal: Logiques, 1994. 491 p. LAVINE, H.; THOMSEN, C. J.; ZANNA; M. P.; BORGIDA, E. On the primacy of affect in the determination of attitudes and behavior: The moderating role of affective-cognitive ambivalence. Journal of Experimental and Social Psychology, Illinois, n. 34, p. 398-421, 1998. LOOS, H. Estudo exploratório acerca do papel da ansiedade na aprendizagem da matemática, quando da introdução à álgebra elementar. 1998. 293 f. Dissertação (Mestrado), Pós-Graduação em Psicologia Cognitiva, Universidade Federal de Pernambuco, Recife, 1998. LOOS, H. Atitude e desempenho em matemática, crenças autorreferenciadas e família: uma path- analysis. 2003. 306 f. Tese (Doutorado em Psicologia, Desenvolvimento Humano e Educação), Faculdade de Educação, Universidade Estadual de Campinas, Campinas, 2003. LOOS, H. Cognições e afetos no aprendizado da matemática escolar: sobre o papel das crenças e da emocionalidade na determinação das atitudes. Contrapontos, Itajaí, v. 7, n. 2, p. 235-253, 2007. LOOS, H.; CASSEMIRO, L. F. K. Percepções sobre a qualidade da interação familiar e crenças autorreferenciadas em crianças. Estudos de Psicologia, Campinas, v. 27, n. 3, p. 293-303, 2010. MA, X. Reciprocal relationships between attitude toward mathematics and achievement in mathematics. The Journal of Educational Research, Oxford, v. 90, n. 4, p. 221-229, 1997. Matrizes Progressivas de Raven - Escala Geral. Tradução e adaptação de Francisco Campos. Manual. 2. ed. Rio de Janeiro: CEPA, 2001. 47 p. MC LEOD, D. B. Research on affect and mathematics learning. Journal for Research in Mathematics Education, Reston, VA, n. 25, p. 637-647, 1994. MC LEOD, S. Attitudes and behavior. Disponível em: . Acesso em: 14 dez. 2014. NERI, A. L.; PELLONI, A. C. Estudo exploratório das concepções de controle sobre o desempenho acadêmico em crianças bem e malsucedidas na escola. Relatório Científico UNICAMP/CNPq, 1996. 117 p. NIMIER, J. Les modes des relations aux mathématiques. 1. ed. Paris: Meridiens Klincksieck, 1988. 461 p. OLIVEIRA, M. F.; NEGREIROS, J. G. M.; NEVES, A, C. Condicionantes da aprendizagem da matemática: uma revisão sistêmica da literatura. Educação e Pesquisa, São Paulo, v. 41, n. 4, p. 1023- 1037, 2015. PEKRUN, R. Emotions and learning. International Academy of Education (IAE) - Educational Practices Series – 24. Geneva: UNESCO/International Bureau of Education, 2014. PEKRUN, R.; LINNENBINK-GARCIA, L. Academic emotions and student engagement. In: CHRISTENSON, S. L.; RESCHLY, A. L.; WYLIE, C. (Ed.). Handbook of research on student engagement. New York: Springer, 2012. p. 259-282. PELLEREY, M. On some neglected aspects of the mathematical experience in school. In: KEITEL, C.; GELLERT, U.; JABLONKA, E.; MÜLLER, M. (Ed.). Mathematics education and common sense: the challenge of social change and technological development, 1995, Berlin. Proceedings… Berlin: Freie Universität Berlin, 1995. p. 341-345. PELLEREY, M. La dimensione affettiva e motivazionale nei processi di apprendimento della matemática. Studi di Psicologia dell’Educazione, Ariccia, v. 15, n. 1-2, p. 19-36, 1996. PIERS, E. V.; HARRIS, D. B. Pier-Harris Children’s Self-Concept Scale. In: ROBINSON, J.; SHAVER, P.; WRIGHTSMAN, L. (Ed.). Measures of personality and social psychological attitudes. California: Academic Press, 1984. p. 137-139. PILATI, R.; LAROS, J. A. Modelos de equações estruturais em psicologia: conceitos e aplicações.Psicologia: Teoria e Pesquisa, Brasília, v. 23, n. 2, p. 205-216, 2007. PINTRICH, P. R.; DE GROOT, E. V. Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, Washington, DC, n. 82, p. 33-40, 1990. SCHUMACKER, R. E.; LOMAX, R. G. A beginner’s guide to Structural Equation Modeling. 1. ed. New Jersey: Lawrence Erlbaum Associates, 1996. 481 p. SKINNER, E. A. Perceived control, motivation and coping. 1. ed. Thousand Oaks, CA: Sage, 1995. 213 p. SKINNER, E. A.; CHAPMAN, M.; BALTES, P. B. The Control, Agency and Means-Ends Interview (CAMI) (English and German versions) Technical Report. Berlin, FRG: Max Planck Institute for Human Development and Education, 1983. SKINNER, E. A.; PITZER, J. Developmental dynamics of engagement, coping, and everyday resilience. In: CHRISTENSON, S. L.; RESCHLY, A. L.; WYLIE, C. (Ed.). Handbook of research on student engagement. New York: Ed. Springer, 2012. p. 21-44. SKINNER, E. A.; PITZER, J.; BRULE, H. The role of emotion in engagement, coping, and development of motivational resilience. In: PEKRUN, R.; LINNENBRINK-GARCIA, L. (Ed.). International handbook of emotions in education. New York: Ed. Routledge, 2014. p. 331-347. SKOTT, J. Towards a participatory approach to ‘beliefs’ in mathematics education. In: PEPIN, B.; ROESKEN-WINTER, B. (Ed.). From beliefs to dynamic affect systems in mathematics education: Exploring a mosaic of relationships and interactions. Switzerland: Springer, 2015. p. 3-23. SOENENS, B.; VANSTEENKISTE, M. Antecedents and outcomes of self-determination in three life domains: The role of parents' and teachers' autonomy support. Journal of Youth and Adolescence, Berlin, v. 34, n. 6, p. 589-604, 2005. TIEDEMANN, J. Parent’s gender stereotypes and teacher’s beliefs as predictors of children’s concept of their mathematical ability in elementary school. Journal of Educational Psychology, Washington, DC, v. 92, n. 1, p. 144-151, 2000. TRUSTY, J. Family influences on educational expectations of late adolescents. Journal of Educational Research, Oxford, v. 91, n. 5, p. 260-270, 1998. TRUSTY, J. Relationship of parental involvement in teens’ career development to teens’ attitudes, perceptions and behavior. Journal of Research and Development in Education, Oxford, v. 30, n. 1, p. 63-69, 1996. VINACKE, W. E. Psychology of thinking. 2. ed. New York: McGraw-Hill, 1974. 616 p. WERNECK-ROHRER, S.; WERNECK, H. Die empirische Untersuchung von Attributionen und Emotionen bei Lernprozessen. In: Motivation und Lernen aus der Perspektive lebenslanger Entwicklung. In: SPIEL, C.; KASTNER-KOLLER, U.; DEIMANN, P. (Ed.) Münster: Ed. Waxmann, 1996. p. 163-174. WONG, M. M. Perceptions of parental involvement and autonomy support: Their relations with self- regulation, academic performance, substance use and resilience among adolescents. North American Journal of Psychology, Washington, DC, v. 10, n. 3, p. 497-518, 2008. ZIMMERMAN, B. J. Self-efficacy: An essential motive to learn. Contemporary Educational Psychology, Amsterdam, v. 25, n. 1, p. 82-91, 2000.