Students With and Without Math Failure: Analysis of the Cognitive and Affective Variables Involved
DOI:
https://doi.org/10.35763/aiem26.5271Keywords:
Self-regulation of learning, Self-efficacy, Perceived competence, Achievement expectations, Mathematics achievementAbstract
Although mathematics is crucial in educational training, performance is low in Latin American students, which makes it relevant to analyze the factors that influence success-failure in the discipline. This study analyzes the functional effects of mathematics anxiety, learning self-regulation, self-efficacy, perceived competence, and achievement expectations in mathematics among students with and without a history of failure in the subject, with the aim of identifying the predictive effects of these variables on the experience of success or failure. A cross-sectional predictive design was used to assess 577 Colombian high school students using comparative, relational, and binary logistic regression analysis. Failure in mathematics was predicted by inadequate regulation habits, low perceived competence, and low achievement expectations. The results support the importance of teaching mathematics with strategies that promote self-regulation of learning and positive emotions that seek to generate favorable cognitions that lead to students’ confidence in their mathematical abilities.
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