Analysis of the relationship between attitudes and school performance in mathematics
Análisis sobre la relación entre las actitudes y el rendimiento en matemáticas
Análise da relação entre atitudes e desempenho em matemática
| 2025 | |
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actitud del estudiante matemáticas rendimiento académico educación secundaria motivación student attitude mathematics academic performance secondary education motivation atitude do estudante matemática desempenho acadêmico ensino médio motivação |
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| Español | |
| Universidad ORT Uruguay | |
| RAD | |
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https://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/4055
http://hdl.handle.net/20.500.11968/7648 |
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| Acceso abierto |
| Sumario: | Attitudes toward mathematics are a crucial factor in learning this subject. This study aimed to determine the relationship and predictive power of attitudes on academic performance in secondary school students in the Dominican Republic, with 174 non-randomly selected participants. The Attitudes Toward Mathematics Inventory (ATMI) by Tapia and Marsh (2004) was used, and correlation and multiple regression tests were applied. The results showed significant positive correlations among all variables, highlighting self-confidence, enjoyment, and the student’s perception of the teacher's attitude. In the linear regression analyses, only self-confidence (β = .402, p = .000) and the student’s perception of the teacher's attitude (β = .309, p = .000) demonstrated predictive capacity for academic performance in mathematics. Other factors, such as motivation, value, enjoyment, and attitude towards school, did not show predictive capacity. In conclusion, self-confidence and a positive perception of the teacher's attitude are key elements for performance in mathematics. Educational interventions that promote these aspects could significantly influence student performance. |
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