Universals and specifics of math self-concept, math self-efficacy, and math anxiety across 41 PISA 2003 participating countries

Lee, Ji‐Hyun

doi:10.1016/j.lindif.2008.10.009

Cited by 388 publications

(378 citation statements)

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“…χ 2 = chi-cuadrado; R 2 = R 2 de Nagelkerke; B = coefi ciente; ET = error estándar; p = probabilidad; OR = odd ratio; IC = Intervalo de confi anza al 95%; M = Matemático; V = Verbal; AG = Académico General; HF = Habilidades Físicas; AP = Apariencia Física; RSO = Relaciones con el Sexo Opuesto; RMS = Relaciones con el Mismo Sexo; RP = Relaciones con los Padres; SV= Sinceridad-Veracidad; A = Autoestima DISCUSIÓN El presente estudio tuvo por objeto analizar la capacidad predictiva de la autoeficacia académica sobre el autoconcepto en una muestra de adolescentes chilenos. En concreto, se encontró que la autoefi cacia académica predijo signifi cativamente el autoconcepto matemático, verbal y académico general, apoyando de este modo la Hipótesis 1, y coincidiendo con la literatura que defi ende la existencia de una relación entre la autoefi cacia académica y el autoconcepto académico (Choi, 2005;Ferla et al, 2009;Lee, 2009;Lent et al, 2005;Maddio e Ison, 2013). La autoeficacia académica ha sido evaluada de forma genérica (sin concretar un área), obte-niéndose un mayor poder predictivo sobre el autoconcepto académico general que en las áreas concretas (matemáticas y lengua).…”

Section: Resultsunclassified

“…Así pues, en el estudio de Lent et al (1997) realizado con una muestra de 205 estudiantes universitarios norteamericanos a los que se les administraron medidas de autoconcepto y autoefi cacia, los análisis factoriales confi rmatorios efectuados revelaron que la autoefi cacia y el autoconcepto académicos representaron dimensiones latentes separadas, aunque relacionadas, de autopercepción. Estos resultados están en consonancia con los obtenidos por Lee (2009), utilizando los datos de los cuestionarios del Informe PISA de 2003, donde participaron más de 250.000 alumnos de 41 países. Esta autora analizó la estructura factorial de tres constructos muy relacionados: autoconcepto matemático, autoefi cacia matemática y ansiedad ante las matemáticas.…”

Section: Relaciones Entre La Autoefi Cacia Académica Y El Autoconceptounclassified

“…La autoefi cacia académica será un predictor positivo y estadís-ticamente signifi cativo del autoconcepto Matemático, Verbal y Académico General, puesto que la literatura científi ca ha evidenciado que estas variables están relacionadas (Choi, 2005;Ferla et al, 2009;Lee, 2009;Lent et al, 1997;Maddio e Ison, 2013;Pajares y Kranzler, 1995;Pajares y Miller, 1994), siendo esta relación más fuerte cuanto más próximos se encuentran ambos constructos (autoefi cacia y autoconcepto) a nivel de especifi cidad (Choi, 2005;Lent et al, 1997). …”

Section: El Presente Estudiounclassified

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Predictive Ability of Academic Self-efficacy on Self-concept Dimensions in a Sample of Chilean Adolescents

Garcı́a-Fernández

Díaz-Herrero

Inglés

et al. 2016

Estudios sobre Educación

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Resumen: El objetivo de este estudio fue analizar la capacidad predictiva de la autoefi cacia académica sobre las dimensiones del autoconcepto en una muestra de 860 estudiantes chilenos. El análisis de regresión logística reveló que la autoefi cacia académica fue un predictor positivo y signifi cativo de las escalas acadé-micas (Matemáticas, Verbal y Académica General), no académicas (Habilidades Físicas, Apariencia Físi-ca, Relaciones con el Sexo Opuesto, Relaciones con el Mismo Sexo, Relación con los Padres, SinceridadVeracidad), y de la escala de Autoestima, excepto de la escala de Estabilidad Emocional. Esta relación de predicción fue de mayor magnitud con las escalas académicas y autoestima.Palabras clave: autoefi cacia académica; regresión logística; educación secundaria; autoconcepto.

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Section: Resultsunclassified

Section: Relaciones Entre La Autoefi Cacia Académica Y El Autoconceptounclassified

Section: El Presente Estudiounclassified

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Predictive Ability of Academic Self-efficacy on Self-concept Dimensions in a Sample of Chilean Adolescents

Garcı́a-Fernández

Díaz-Herrero

Inglés

et al. 2016

Estudios sobre Educación

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“…Math anxiety and math self-concept seem to have similar roles in Finland as they have inside this Western division, in contrast to for example the Confucian Heritage Culture countries (Lee, 2009;Wong, 2008). When it comes to Latin America, Chile, despite in many ways fitting into the mold of a modern country, is reported to have an achievement level very different from most Western (including North European) countries.…”

Section: Finland and Chilementioning

confidence: 92%

Contextualizing mathematics related affect: Significance of students’ individual and social level affect in Finland and Chile

Tuohilampi

2016

REDIMAT

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Mathematics related affect turn from positive to negative during comprehensive school years worldwide. There is a clear need to find solutions to the problem. However, some gaps and problems appear in the methodologies and the common approaches used in the field. This article discusses five studies addressing affective development, challenges some of the methods and approaches to measure the development and presents some possibilities to make a change in such a development. The frameworks of the studies, as well as their methods, data and results are briefly presented. Based on the studies, we confirmed several dilemmas concerning affect research and the significance of mathematics-related affect across two cultures. We identified the cultural meaning of different affective levels, and elaborated the social comparison the students live through their school years. As a conclusion, we formulated several suggestions to take into account in future studies. What counts especially is the need to be culturally sensitive in the affect domain. Keywords:Mathematics-related affect, cross-cultural comparison, methodology, development, significance REDIMAT, Vol. 5 No. 1 February 2016 pp. 7-27 ResumenEn todo el mundo el afecto hacia las matemáticas se torna de positivo a negativo durante los primeros años escolares. Hay una necesidad clara de encontrar soluciones a este problema. Sin embargo, existen algunos vacíos y problemas en las metodologías y en los enfoques comunes usados en este campo. Este artículo discute cinco estudios dirigidos al desarrollo afectivo, analizando los métodos y enfoques para medir el desarrollo y presentando algunas posibilidades para realizar cambios en este desarrollo. A partir de estos estudios, hemos confirmado algunos dilemas a cerca de la investigación en afecto y la significatividad del afecto relacionado con las matemáticas en dos culturas. Hemos identificado significados culturales en diferentes niveles afectivos, y hemos elaborado una comparación social de la vida de los estudiantes en sus años académicos. Como conclusión, hemos formulado algunas sugerencias a tener en cuenta en futuros estudios. Lo que cuenta es la necesidad de ser culturalmente sensible en el ámbito del afecto.Palabras clave: Afecto relacionado con las matemáticas, comparación a través de las culturas, metodología, desarrollo, significatividad Laura Tuohilampi -Affect and Significance 6 esearch shows that pupils feel good about their skills and enjoy what they are working with when they start going to school. However, the situation changes as the years go by. Students' affect most likely becomes less positive. This is said to be normative development (Harter, 1999), and happens primarily in order to contribute to a realistic self-concept (ibid.). Unfortunately, the development goes beyond what is realistic with the case of mathematics. During school years, mathematics related affect turn unnecessary negative and even harmful for learning. In large scale studies by Lee (2009) and by Sjøberg and Schreiner (201...

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“…The pioneers in the study of mathematics anxiety, Richardson and Suinn [3] defined mathematics anxiety as experience of fear and apprehension when faced with the prospect of doing math. Lee [4] found that worldwide math anxiety is associated with decreased math achievement. In a sense when students are anxious about math, they typically perform at a level that is below than that of their actual abilities.…”

Section: Introductionmentioning

confidence: 99%

Relationship between Parent s Attitude towards Math and Children s Math Anxiety

Haque¹,

Farhana²

2017

J Child Adolesc Behav

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The objective of the study was to investigate whether there is any relationship between parents' attitude towards math and their children's math anxiety. A cross sectional survey was conducted to explore the math anxiety among the student and their parents' attitude towards math. The data were collected from 200 participants (children n=100; parents n=100). The children age range was from 8-12 years, they were from different schools of Dhaka and parents' age range was from 27 to 55 years. "Math Anxiety scale for Secondary School Students" developed by Haque and Hossain (2013) was used to measure math anxiety of the children. 'Parents attitude towards math questionnaire' developed by the researcher was used to measure parents' anxiety. Correlation between parents attitude towards math and children's math anxiety was r=0.410. Result indicates that parent's attitude has significant effect on children's math anxiety, meaning that 17% of the math anxiety for secondary school student is due to parents' attitude towards math. Parents' gender has significant effect on math anxiety but children gender has no significant effect regarding math anxiety.

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Universals and specifics of math self-concept, math self-efficacy, and math anxiety across 41 PISA 2003 participating countries

Cited by 388 publications

References 78 publications

Predictive Ability of Academic Self-efficacy on Self-concept Dimensions in a Sample of Chilean Adolescents

Predictive Ability of Academic Self-efficacy on Self-concept Dimensions in a Sample of Chilean Adolescents

Contextualizing mathematics related affect: Significance of students’ individual and social level affect in Finland and Chile

Relationship between Parent s Attitude towards Math and Children s Math Anxiety

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