Impacto emocional no desempenho num teste de raciocínio matemático para admissão na universidade
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https://doi.org/10.17979/reipe.2026.13.1.12695Resumo
Os exames de admissão à universidade constituem eventos de grande importância, capazes de gerar emoções aversivas que podem afetar o desempenho dos candidatos. Apesar da sua relevância, o impacto específico dessas emoções em exames de admissão à universidade que avaliam exclusivamente o raciocínio matemático tem recebido pouca atenção por parte da investigação. Este estudo examinou, a partir do quadro da teoria do controlo-valor (Pekrun, 2006), o efeito de quatro fatores sobre o desempenho num teste de raciocínio matemático, requisito de admissão a determinados cursos numa universidade da Costa Rica. Participaram 205 alunos do último ano do ensino secundário, recrutados em instituições selecionadas aleatoriamente, que se encontravam a menos de quatro meses do seu processo de admissão à universidade. Preencheram escalas de autoavaliação que mediram dois tipos de ansiedade (ansiedade face aos exames e ansiedade matemática), bem como os seus antecedentes subjetivos: expectativa de autoeficácia matemática e avaliação da importância percebida do teste. Posteriormente, foi administrada uma versão abreviada do teste de raciocínio matemático. Através de modelos de equações estruturais, analisou-se a influência das emoções e dos seus antecedentes na pontuação obtida. Os resultados evidenciaram que a ansiedade matemática exerceu um efeito negativo direto sobre o desempenho, enquanto a autoeficácia matemática apresentou um efeito indireto, mediado por essa emoção. Estas descobertas podem orientar a conceção de intervenções destinadas a mitigar o impacto da ansiedade no desempenho em testes matemáticos de alto impacto.
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