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Vol. 4 Núm. 7 (2024): Simbiosis, Revista de Educación y Psicología

Determinantes volitivas y emocionales epistémicas del desempeño matemático bajo en estudiantes universitarios mexicanos

Volitional and epistemic emotional determinants of low mathematical performance in Mexican university students
DOI
https://doi.org/10.59993/simbiosis.v4i7.34
Publicado
2024-01-02

El objetivo fue poner a prueba un modelo hipotético de variables volitivas y emocionales, sobre el desempeño en habilidades matemáticas de aritmética y álgebra, en una muestra de 678 estudiantes de siete instituciones de Educación Superior de México. La recolección de datos se llevó a cabo mediante: a) un inventario de auto reporte sobre variables volitivas, de regulación y de emociones epistémicas y b) una prueba de ejecución en matemáticas, ambos validados previamente. El modelo resultante se validó mediante análisis de senderos y mostró índices altos de ajuste práctico donde, se identificaron dos efectos principales: las variables volitivas y de regulación emocional ejercen efectos indirectos sobre el desempeño en matemáticas; mientras que las emociones epistémicas de confusión ejercen un efecto directo sobre los diferentes niveles de desempeño matemático.

The objective was to test a hypothetical model of volitional and emotional variables, on the performance about mathematical skills of arithmetic and algebra, in a sample of 678 students from seven Higher Education Institutions from Mexico. Data collection was carried out through: a) a self-report inventory on volitional variables, emotion regulation and epistemic emotions and b) a performance test in mathematics, both previously validated. The resulting model was validated through path analysis and showed high rates of practical fit where two main effects were identified: volitional and emotional regulation variables exert indirect effects on mathematics performance; while the epistemic emotions of confusion have a direct effect on the different levels of mathematical performance.

O objetivo foi testar um modelo hipotético de variáveis volitivas e emocionais sobre o desempenho em habilidades matemáticas de aritmética e álgebra, em uma amostra de 678 estudantes de sete instituições de ensino superior no México. A coleta de dados foi realizada por meio de: a) um inventário de autorrelato sobre variáveis volitivas, de regulação e emoções epistêmicas e b) um teste de desempenho em matemática, ambos previamente validados. O modelo resultante foi validado através de análise de caminho e apresentou altos índices de ajuste prático onde foram identificados dois efeitos principais: as variáveis de regulação volitiva e emocional exercem efeitos indiretos no desempenho em matemática; enquanto as emoções epistêmicas de confusão exercem um efeito direto em diferentes níveis de desempenho matemático.

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Artículos originales

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