Rendimento escolar na matemática: Efeito diferencial da ansiedade e das crenças de autoeficácia

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Published: Dec 15, 2017

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José Tomás da Silva
Universidade de Coimbra
Portugal
http://orcid.org/0000-0002-9995-8221
Maria Paula Paixão
Faculdade de Psicologia e de Ciências da Educação, Universidade de Coimbra
Portugal
Teresa Sousa Machado
Faculdade de Psicologia e de Ciências da Educação, Universidade de Coimbra
Portugal
José Pacheco Miguel
Faculdade de Psicologia e de Ciências da Educação, Universidade de Coimbra
Vol. Extr., núm. 01 (2017) - XIV CIG-PP, XIV Congreso de Psicopedagogía. Área 1: APRENDIZAJE, MEMORIA Y MOTIVACIÓN, pages 057-061
DOI: https://doi.org/10.17979/reipe.2017.0.01.2214
Submitted: Jun 30, 2017 Accepted: Dec 11, 2017 Published: Dec 15, 2017
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Abstract

A matemática tem sido perspetivada como um “filtro crítico” para o acesso a carreiras científicas e tecnológicas. Muitas variáveis têm sido identificadas como preditores do rendimento na matemática, designadamente a ansiedade e autoeficácia matemática. Neste estudo, com 112 alunos do ensino secundário examinamos o papel destas variáveis depois de controlarmos o rendimento prévio e o sexo dos estudantes, no desempenho escolar da matemática numa prova intermédia sumativa. Uma regressão linear mostrou que a ansiedade é um preditor mais eficiente do que a medida de autoeficácia do rendimento a matemática. As implicações psicopedagógicas dos resultados são discutidas.

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