PISA 2012: Ansiedad y bajo rendimiento en competencia matemática

Abstract

Mathematics is critical to the development of the individual. They are different variables that can predict poor performance. In this research, not experimental, descriptive, the risk of underperforming depending on the level of anxiety compared considering different predictor variables linked to the learner and teacher. The variables were grouped into four types model: anxiety, learning strategies, cognitive activation and attribution causal of failure. It has been included in the entire model the anxiety variable included. The risk of low performance varies depending on the level of anxiety in the different models analyzed. It is observed that in three models that risk decreases as the anxiety level is reduced according to the proposal ordinal scale. There is no direct relationship between academic achievement and anxiety, there are variables that mediate between them. Finally, it should be addressed to examine not just a one-way relationship but also a two-way relationship between the two variables.