Estudiantes con y sin fracaso en matemáticas: análisis de variables cognitivas y afectivas implicadas

Aragón, E., Delgado, C., & Marchena, E. (2017). Diferencias de aprendizaje matemático entre los métodos de enseñanza CBC. Psychology, Society & Education, 9(1), 61-70. https://doi.org/gh45 Ato, J., López, M., & Benavente, A. (2013). Un sistema de clasificación de los diseños de investigación en psicología. Anales de psicología, 29(3), 1038-1059. https://doi.org/chxj Ávila-Toscano, J., Rojas-Sandoval, Y., & Tovar-Ortega, T. (2020). Perfil del dominio afectivo en futuros maestros de matemáticas. Revista de Psicología y Educación, 15(2), 225-236. https://doi.org/ktcd Bandura, A. (2012). On the functional properties of perceived self-efficacy revisited. Journal of Management, 38(1), 9-44. https://doi.org/dtx4jh Barroso, C., Ganley, C., McGraw, A., Geer, E., Hart, S., & Daucourt, M. (2021). A meta-analysis of the relation between math anxiety and math achievement. Psychological Bulletin, 147(2), 134-168. https://doi.org/gm5s9z Bergkvist, L. (2015). Appropriate use of single-item measures is here to stay. Marketing Letters, 26(3), 245-255. https://doi.org/dfgq Caycho-Rodríguez, T., Rojas-Jara, C., Ventura-León, J., Noe-Grijalva, M., Cabrera-Orosco, I., & Reyes-Bossio, M. (2021). Ítem único para valorar la preocupación por el cáncer: evidencias iniciales de validez y confiabilidad. Enfermería Clínica, 31(4), 203-210. https://doi.org/ktcg Cho, M-H., & Heron, M. (2015). Self-regulated learning: the role of motivation, emotion, and use of learning strategies in students’ learning experiences in a self-paced online mathematics course. Distance Education, 36(1), 80-99. https://doi.org/gfj8nz Cleary, T., & Zimmerman, B. (2012). A cyclical self-regulatory account of student engagement: Theoretical foundations and applications. In S. Christenson, A. Reschly & C. Wylie (Eds.), Handbook of research on student engagement (pp. 237-257). Springer + Business Media. https://doi.org/ktcj Dowker, A., Sarkar, A., & Looi, C. (2016). Mathematics Anxiety: What have we learned in 60 years? Frontiers in Psychology, 7. https://doi.org/gkdf87 Dündar, S., Güvendir, M., Kocabiyik, O., & Papatga, E. (2014). Which elementary school subjects are the most likeable, most important, and the easiest? Why?: A study of science and technology, mathematics, social studies, and Turkish. Educational Research and Reviews, 9(13). https://doi.org/ktck Else-Quest, N., Hyde, J., & Linn, M. (20210). Cross-national patterns of gender differences in mathematics: A meta-analysis. Psychological Bulletin, 136(1), 103-127. https://doi.org/10.1037/a0018053 Fernández-Cézar, R., Solano-Pinto, N., & Garrido, D. (2021). Can mathematics achievement be predicted? The Role of cognitive–behavioral–emotional variables. Mathematics, 9(14), 1591. https://doi.org/ktcm Gabriel, F., Buckley, S., & Barthakur, A. (2020). The impact of mathematics anxiety on self-regulated learning and mathematical literacy. Australian Journal of Education, 64(3), 227-242. https://doi.org/gqx237 González, C., Caso, J., Díaz, K., & López, M. (2012). Rendimiento académico y factores asociados. Aportaciones de algunas evaluaciones a gran escala. Bordón, 64(2), 51-68. https://cutt.ly/eBe0M4k Hederich-Martínez, C., & Caballero-Domínguez, C. (2016). Validación del cuestionario Maslach Burnout Inventory-Student Survey (MBI-SS) en contexto académico colombiano. CES Psicología, 9(1), 1-15. http://www.scielo.org.co/scielo.php?pid=S2011-30802016000100002&script=sci_abstract&tlng=es Hernández, A., & Camargo, A. (2017). Adaptación y validación del Inventario de Estrategias de Autorregulación en estudiantes universitarios. Suma Psicológica, 24, 9-16. https://doi.org/ktcq Hernández, M., Eisenberg, N., Valiente, C., Spinrad, T., Johns, S., Berger, R., Silva, K., Diaz, A., Gal-Szabo, D., Thompson, M., & Southworth, J. (2018). Self-regulation and academic measures across the early elementary school grades: Examining longitudinal and bidirectional associations. Early Education and Development, 29(7), 914-938. https://doi.org/gmhj2r Hernández-Nieto, R. (2002). Contributions to Statistical Analysis: The coefficients of proportional variance, content validity and Kappa. Universidad de Los Andes. Honicke, T., & Broadbent, J. (2016). The influence of academic self-efficacy on academic performance: A systematic review. Educational Research Review, 17, 63-84. https://doi.org/gd6ft9 Hopko, D., Mahadevan, R., Bare, R., & Hunt, M. (2003). The Abbreviated Math Anxiety Scale (AMAS): construction, validity, and reliability. Assessment, 10(2), 178-182. https://doi.org/cpf96t IBM Corp. (2015). IBM SPSS Statistics for Windows, Version 23.0. IBM Corp. Ingram, N., Hatisaru, V., Grootenboer, P., & Beswick, K. (2020). Researching the affective domain in mathematics education. En J. Way., C. Attard., J. Anderson., J. Bobis., H. McMaster., & K. Cartwright (Eds.), Research in Mathematics Education in Australasia 2016–2019 (pp. 147-176). Springer. https://doi.org/ktcr Johnson, E., Clohessy, A., & Chakravarthy, P. (2020). A self-regulated learner frame-work for students with learning disabilities and math anxiety. Intervention in School and Clinic, 56(3), 163-171. https://doi.org/gjk822 Kamakura, W. A. (2015). Measure twice and cut once: The carpenter’s rule still applies. Marketing Letters: A Journal of Research in Marketing, 26(3), 237-243. https://doi.org/10.1007/s11002-014-9298-x Klassen, R., & Usher, E. (2010). Self-efficacy in educational settings: Recent research and emerging directions. In T. Urdan & S. Karabenick (Ed.), The Decade Ahead: Theoretical Perspectives on Motivation and Achievement (Advances in Motivation and Achievement, 16 Part A) (pp. 1-33). Emerald Group Publishing Limited. https://doi.org/cnwgdx Lai, Y., Zhu, X., Chen, Y., & Li, Y. (2015). Effects of mathematics anxiety and mathematical metacognition on word problem solving in children with and without mathematical learning difficulties. PLoS One, 10(6), e0130570. https://doi.org/gh45jw Luttenberger, S., Wimmer, S., & Paechter, M. (2019). Spotlight on math anxiety. Psychology Research and Behavior Management, 11, 311-322. https://doi.org/gd4jcm McIntee, S., Goulet-Pelletier, J., Williot, A., Deck-Léger, E., Lalande, D., Cantinotti, M., & Cousineau, D. (2022). (Mal)adaptive cognitions as predictors of statistics anxiety. Statistics Education Research Journal, 21(1), 1-18. https://doi.org/ktcs McKinnon, R., & Blair, C. (2019). Bidirectional relations among executive function, teacher–child relationships, and early reading and math achievement: A cross-lagged panel analysis. Early Childhood Research Quarterly, 46, 152-165. https://doi.org/fmx4 Ministerio de Educación Nacional de Colombia [MEN] (2006). Estándares Básicos de Competencias en Lenguaje, Matemáticas, Ciencias y Ciudadanas. Autor. Morsanyi, K., Ní Cheallaigh, N., & Ackerman, R. (2019). Mathematics anxiety and metacognitive processes: Proposal for a new line of inquiry. Psychological Topics, 28(1), 147-169. https://doi.org/ktcv Mutlu, Y. (2019). Math anxiety in students with and without math learning difficulties. International Electronic Journal of Elementary Education, 11(5), 471-475. https://doi.org/fjj2 Onwezen, M., Reinders, M., Verain, M., & Snoek, H. (2019). The development of a single-item Food Choice Questionnaire. Food Quality and Prefererence 71, 34-45. https://doi.org/gmv5j6 Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura [UNESCO] (2019). Resultados de logros de aprendizaje y factores asociados del Estudio Regional Comparativo y Explicativo ERCE 2019. Autor. https://cutt.ly/cBqlf9e Organization for Economic Cooperation and Development [OECD] (2013). PISA 2012 Results: Ready to Learn (Volume III): Students’ engagement, drive and self-beliefs. Autor. https://doi.org/gppqp2 Panadero, E. (2017). A review of self-regulated learning: Six models and four directions for research. Frontiers in Psychology, 8, 422. https://doi.org/gf4n8k Pedrosa, I., Suárez-Álvarez., J., & García-Cueto, E. (2013). Evidencias sobre la validez de contenido: avances teóricos y métodos para su estimación Acción Psicológica, 10(2), 3-20. https://doi.org/cbtn Peixoto, F., Sanches, C., Mata, L., & Monteiro, V. (2016). ”How do you feel about math?”: relationships between competence and value appraisals, achievement emotions and academic achievement. European Journal of Psychology of Education, 32(3), 385-405. https://doi.org/gqkwpb Prada, R., Suárez, C., Solano-Pinto, N., & Fernández-Cézar, R. (2023). Predictor variables of academic success in mathematics under a binary logistic regression model. Journal of Positive Psychology and Wellbeing, 7(1), 551-575. https://n9.cl/10gw6 Prast, E., Van de Weijer-Bergsma, E., Miočević, M., Kroesbergen, E., & Van Luit, J. (2018). Relations between mathematics achievement and motivation in students of diverse achievement levels. Contemporary Educational Psychology, 55, 84-96. https://doi.org/ktcx Ramirez, G., Shaw, S., & Maloney, E. (2018). Math anxiety: past research, promising interventions, and a new interpretation framework. Educational Psychologist, 53(3), 145-164. https://doi.org/dxjg Rosário, P., Lourenço, A., Paiva, O., Núnez, J., González-Pienda, J., & Valle, A. (2012). Autoeficacia y utilidad percibida como condiciones necesarias para un aprendizaje académico autorregulado. Anales de Psicología, 28(1), 37-44. https://cutt.ly/cBuh058 Rosário, P., Lourenco, A., Paiva, O., Rodríguez, A., Valle, A., & Tuero-Herrero, E. (2012). Predicción del rendimiento en matemáticas: efecto de variables personales, socioeducativas y del contexto escolar. Psicothema, 24(2), 289-295. https://cutt.ly/HVuaxLv Rosário, P., Núñez, J., Valle, A., González-Pienda, J., & Lourenço, A. (2013). Grade level, study time, and grade retention and their effects on motivation, self-regulated learning strategies, and mathematics achievement: a structural equation model. European Journal of Psychology of Education, 28, 1311-1331. https://doi.org/fv85 Rosário, P., Pereira, A., Högemann, J., Nunes, A., Figueiredo, M., Núñez, J., Fuentes, S., & Gaeta, M. (2014). Autorregulación del aprendizaje: una revisión sistemática en revistas de la base SciELO. Universitas Psychologica, 13(2), 781-798. https://doi.org/ktcz Ten Braak, D., Størksen, I., Idsoe, T., & McClelland, M. (2019). Bidirectionality in self-regulation and academic skills in play-based early childhood education. Journal of Applied Developmental Psychology, 65, 101064. https://doi.org/ggdnrd Wanous, J., & Hudy, M. (2001). Single-Item reliability: A replication and extension. Organizational Research Methods, 4(4), 361-375. https://doi.org/fqxg5v Wanous, J., Reichers A., & Hudy, M. (1997). Overall job satisfaction: How good are single-item measures? Journal of Applied Psychology, 82(2), 247-252. https://doi.org/fgjq9z Zakariya, Y., Barattucci, M., Fernández-Cézar, R., & Solano-Pinto, N. (2022). Analysis of relations between attitude towards mathematics, prior knowledge, self-efficacy, expected and actual grades in mathematics. Twelfth Congress of the European Society for Research in Mathematics Education (CERME12), Feb 2022, Bozen-Bolzano, Italy. Zimmerman, B. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13–39). Academic Press.