The Mathematics Anxiety: A Transcultural Perspective

Hijón, Antonio Coronado

doi:10.1016/j.sbspro.2017.02.155

Cited by 4 publications

(2 citation statements)

References 6 publications

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“…The Academic Success Attribution Questionnaire [35,36] is a scale composed of 12 items grouped around 3 factors or dimensions: internal controllable attributions (e.g., "I pass because I work hard in class", "I pass because I spend a lot of time preparing for exams") related to effort, internal uncontrollable attributions (e.g., "I pass because I am very intelligent", "I pass because I have a calm character and do not get nervous in exams") related to ability, and external attributions (e.g., "I pass because teachers make exams easy", "I pass because I am lucky") related to luck and difficulty. These three dimensions correspond, respectively, to loci of controllability, stability, and causality [36,37].…”

Section: Assessmentsmentioning

confidence: 99%

The Influence of Bullying on Positive Emotions and Their Effect as Mediators between Controllable Attributions of Success and Academic Performance

Ragusa,

Caggiano,

Obregón-Cuesta

et al. 2023

Children

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Academic performance (AP) is a topic of particular interest in the academic context. Attributions for academic success (AAS) have been shown to have a significant impact on AP, and more specifically internal controllable attributions (ICA) are closely linked to academic success. Similarly, positive emotions (PE) have a significant influence on AP and may in turn be influenced by bullying. This study examines the connections between ICA of academic success and AP mediated through PE in late primary and early secondary school students and analyzes the relationships between PE and bullying categories. Students (N = 562, 49.46% female, Mage = 11.6 SD = 1.2) reported on their perceptions of ICA and PE in relation to exams and their relationship with bullying through validated questionnaires. The AP was obtained as the average mark of all subjects in the immediately preceding assessment. First, a multiple linear regression analysis considering ICA and PE as predictor variables was carried out, which showed a significantly positive link between ICA and PE, between ICA and AP, and between PE and AP. Subsequently, using the SPSS macro PROCESS, a simple mediation model was implemented to quantify the effect of ICA on AP through PE in exams, and finally an ANOVA between the categories of bullying and PE was performed. The results showed a significant indirect relationship with a positive predictive relationship for AP. The model shows that PE proves to be a significant mediator between ICA and AP, and it is shown that students disengaged from bullying score higher in PE.

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Section: Assessmentsmentioning

confidence: 99%

The Influence of Bullying on Positive Emotions and Their Effect as Mediators between Controllable Attributions of Success and Academic Performance

Ragusa,

Caggiano,

Obregón-Cuesta

et al. 2023

Children

View full text Add to dashboard Cite

show abstract

“…Esta teoría permite comprender la forma como los estudiantes explican sus éxitos o fracasos durante su recorrido académico. De acuerdo con este enfoque, la conducta de un individuo frente a las demandas del entorno escolar está basada en un continuo de episodios interdependientes, de éxito o fracaso escolar, que, a su vez, se asocian a respuestas emocionales positivas o negativas (Chodkiewicz y Boyle, 2014;Galindo-Trejo, Méndez-Sánchez y Mosqueda-Esparza, 2016;Inglés, Aparisi y García-Fernández, 2016;Coronado-Hijón, 2017). Así, estas respuestas se constituirán como un patrón o estilo atribucional capaz de favorecer o bloquear el logro académico o el aprendizaje de los sujetos (Inglés y otros, 2012;Lagos y otros, 2016).…”

Section: Estilos Atributivos Y Rendimiento Académicounclassified

Comprensión lectora, estilos atribucionales, estrategias cognitivas y de autorregulación e inteligencia lógica: Predictores del rendimiento académico general y en lenguaje de estudiantes de establecimientos educativos de alta vulnerabilidad social

Cerda¹,

Provoste²,

Cerda-Oñate³

et al. 2019

Onomázein

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Revista de lingüística, filología y traducción Comprensión lectora, estilos atribucionales, estrategias cognitivas y de autorregulación e inteligencia lógica: Predictores del rendimiento académico general y en lenguaje de estudiantes de establecimientos educativos de alta vulnerabilidad social 1 Reading comprehension, attributional styles, cognitive and self-regulation strategies and logical-mathematical intelligence: Predictors of overall academic achievement and achievement in the subject of Spanish language in students from schools with high levels of social vulnerability

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A methodology for character recognition and revision of the linear equations solving procedure

Neri

Villegas²,

Sánchez³

et al. 2023

Information Processing & Management

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The Mathematics Anxiety: A Transcultural Perspective

Cited by 4 publications

References 6 publications

The Influence of Bullying on Positive Emotions and Their Effect as Mediators between Controllable Attributions of Success and Academic Performance

The Influence of Bullying on Positive Emotions and Their Effect as Mediators between Controllable Attributions of Success and Academic Performance

Comprensión lectora, estilos atribucionales, estrategias cognitivas y de autorregulación e inteligencia lógica: Predictores del rendimiento académico general y en lenguaje de estudiantes de establecimientos educativos de alta vulnerabilidad social

A methodology for character recognition and revision of the linear equations solving procedure

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