Ansiedad y actitudes hacia las matemáticas en un grupo de adolescentes colombianos

Este es un estudio multivariado donde se buscó analizar la validez de dos cuestionarios sobre actitudes y ansiedad hacia las matemáticas. Además de ello identificar la relación entre las actitudes y la ansiedad hacia las matemáticas. Se trabajó con 124 estudiantes de un colegio de secundaria y media...

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Tipo de recurso:
Fecha de publicación:
2026
Institución:
Universidad de Caldas
Repositorio:
Repositorio Institucional U. Caldas
Idioma:
spa
OAI Identifier:
oai:repositorio.ucaldas.edu.co:ucaldas/27049
Acceso en línea:
https://repositorio.ucaldas.edu.co/handle/ucaldas/27049
https://doi.org/10.17151/rlee.2025.21.2.7
Palabra clave:
Ansiedad matemática
actitudes
aprendizaje matemático
educación matemática
aprendizaje autorregulado
Math anxiety
attitudes
mathematics learning
mathematics Education
self-regulated learning
ansiedade matemática
atitudes
aprendizagem matemática
educação matemática
aprendizagem auto-regulada
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openAccess
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Latinoamericana de Estudios Educativos - 2026
id REPOUCALDA_52e2866f0ac26d36824b96547486bdee
oai_identifier_str oai:repositorio.ucaldas.edu.co:ucaldas/27049
network_acronym_str REPOUCALDA
network_name_str Repositorio Institucional U. Caldas
repository_id_str
dc.title.none.fl_str_mv Ansiedad y actitudes hacia las matemáticas en un grupo de adolescentes colombianos
Anxiety and attitudes towards mathematics in a group of Colombian adolescents
title Ansiedad y actitudes hacia las matemáticas en un grupo de adolescentes colombianos
spellingShingle Ansiedad y actitudes hacia las matemáticas en un grupo de adolescentes colombianos
Ansiedad matemática
actitudes
aprendizaje matemático
educación matemática
aprendizaje autorregulado
Math anxiety
attitudes
mathematics learning
mathematics Education
self-regulated learning
ansiedade matemática
atitudes
aprendizagem matemática
educação matemática
aprendizagem auto-regulada
title_short Ansiedad y actitudes hacia las matemáticas en un grupo de adolescentes colombianos
title_full Ansiedad y actitudes hacia las matemáticas en un grupo de adolescentes colombianos
title_fullStr Ansiedad y actitudes hacia las matemáticas en un grupo de adolescentes colombianos
title_full_unstemmed Ansiedad y actitudes hacia las matemáticas en un grupo de adolescentes colombianos
title_sort Ansiedad y actitudes hacia las matemáticas en un grupo de adolescentes colombianos
dc.subject.none.fl_str_mv Ansiedad matemática
actitudes
aprendizaje matemático
educación matemática
aprendizaje autorregulado
Math anxiety
attitudes
mathematics learning
mathematics Education
self-regulated learning
ansiedade matemática
atitudes
aprendizagem matemática
educação matemática
aprendizagem auto-regulada
topic Ansiedad matemática
actitudes
aprendizaje matemático
educación matemática
aprendizaje autorregulado
Math anxiety
attitudes
mathematics learning
mathematics Education
self-regulated learning
ansiedade matemática
atitudes
aprendizagem matemática
educação matemática
aprendizagem auto-regulada
description Este es un estudio multivariado donde se buscó analizar la validez de dos cuestionarios sobre actitudes y ansiedad hacia las matemáticas. Además de ello identificar la relación entre las actitudes y la ansiedad hacia las matemáticas. Se trabajó con 124 estudiantes de un colegio de secundaria y media de Colombia con edades promedios entre los 15 años quienes respondieron dos escaladas de actitudes y ansiedad hacia las matemáticas validado en un estudio doctoral. Del análisis se concluye los estudiantes que poseen desempeños más altos puntúan una mejor percepción percibida hacia el profesor. Una conclusión es el desarrollo de estrategias que estén enfocadas en la autorregulación de la dimensión afectiva y cognitiva de la ansiedad matemática.
publishDate 2026
dc.date.none.fl_str_mv 2026-05-22T16:36:07Z
2026-05-23T08:00:36Z
2026-05-22T16:36:07Z
2026-05-23T08:00:36Z
2026-05-22
dc.type.none.fl_str_mv Artículo de revista
http://purl.org/coar/resource_type/c_6501
Text
info:eu-repo/semantics/article
Journal article
info:eu-repo/semantics/publishedVersion
http://purl.org/coar/version/c_970fb48d4fbd8a85
dc.type.coar.fl_str_mv http://purl.org/coar/resource_type/c_2df8fbb1
status_str publishedVersion
dc.identifier.none.fl_str_mv 1900-9895
https://repositorio.ucaldas.edu.co/handle/ucaldas/27049
10.17151/rlee.2025.21.2.7
2500-5324
https://doi.org/10.17151/rlee.2025.21.2.7
identifier_str_mv 1900-9895
10.17151/rlee.2025.21.2.7
2500-5324
url https://repositorio.ucaldas.edu.co/handle/ucaldas/27049
https://doi.org/10.17151/rlee.2025.21.2.7
dc.language.none.fl_str_mv spa
language spa
dc.relation.none.fl_str_mv 163
2
133
21
Latinoamericana de Estudios Educativos
Ashcraft, M. H. (2002). Math anxiety: Personal, educational, and cognitive consequences. Current directions in psychological science, 11(5), 181-185.
Ashcraft, M. H., & Krause, J. A. (2007). Working memory, math performance, and math anxiety. Psychonomic bulletin & review, 14, 243-248.
Barroso, C., Ganley, C. M., McGraw, A. L., Geer, E. A., Hart, S. A., & Daucourt, M. C. (2021). A meta-analysis of the relation between math anxiety and math achievement. Psychological bulletin, 147(2), 134.
Beilock, S. L., Gunderson, E. A., Ramirez, G., & Levine, S. C. (2010). Female teachers’ math anxiety affects girls’ math achievement. Proceedings of the National Academy of Sciences, 107(5), 1860-1863.
Bieg, M., Goetz, T., Wolter, I., & Hall, N. C. (2015). Gender stereotype endorsement differentially predicts girls' and boys' trait-state discrepancy in math anxiety. Frontiers in psychology, 6, 1404.
Dawes, John G. 2002a. Five point vs. eleven point scales: does it make a difference to data characteristics? Australasian Journal of Market Research 10 (1): 39 - 47.
Dawes, J. (2008). Do data characteristics change according to the number of scale points used? An experiment using 5-point, 7-point and 10-point scales. International journal of market research, 50(1), 61-104.
Dowker, A., Sarkar, A., & Looi, C. Y. (2016). Mathematics anxiety: What have we learned in 60 years?. Frontiers in psychology, 7, 508.
Erickson, S. L. (2015). Math anxiety and metacognition in mathematics education. University of California, Merced.
Finn, R.H. 1972. Effects of Some Variations in Rating Scale Characteristics on the Means and Reliabilities of Ratings. Educational and Psychological Measurement 32: 255-265.
Gresham, G. (2009). An examination of mathematics teacher efficacy and mathematics anxiety in elementary pre-service teachers. The Journal of Classroom Interaction, 22-38.
Gunderson, E. A., Park, D., Maloney, E. A., Beilock, S. L., & Levine, S. C. (2018). Reciprocal relations among motivational frameworks, math anxiety, and math achievement in early elementary school. Journal of Cognition and Development, 19(1), 21-46.
Hembree, R. (1990). The nature, effects, and relief of mathematics anxiety. Journal for research in mathematics education, 33-46.
Ho, H. Z., Senturk, D., Lam, A. G., Zimmer, J. M., Hong, S., Okamoto, Y., ... & Wang, C. P. (2000). The affective and cognitive dimensions of math anxiety: A cross-national study. Journal for research in Mathematics Education, 31(3), 362-379.
Johnston-Wilder, S., & Moreton, J. (2018). Developing mathematical-resilience-promoting practices in teachers. In ICERI2018 Proceedings (pp. 8228-8237). IATED.
Johnson, Steven M. , Patricia C. Smith, and Susan M. Tucker. 1982. Response format of the job descriptive index: Assessment of reliability and validity by the multitrait-multimethod matrix. Journal of Applied Psychology 67 (4): 500-505.
Joshi, A., Kale, S., Chandel, S., & Pal, D. K. (2015). Likert scale: Explored and explained. British journal of applied science & technology, 7(4), 396-403.
Luttenberger, S., Wimmer, S., & Paechter, M. (2018). Spotlight on math anxiety. Psychology Research and Behavior Management, 11, 311–322. https://doi.org/10.2147/PRBM.S141421
Lyons, I. M., & Beilock, S. L. (2012). When math hurts: math anxiety predicts pain network activation in anticipation of doing math. PloS one, 7(10), e48076.
Namkung, J. M., Peng, P., & Lin, X. (2019). The relation between mathematics anxiety and mathematics performance among school-aged students: A meta-analysis. Review of Educational Research, 89(3), 459-496.
Núñez-Peña, M. I., & Suarez-Pellicioni, M. (2014). Less precise representation of numerical magnitude in high math-anxious individuals: An ERP study of the size and distance effects. Biological psychology, 103, 176-183.
Núñez-Peña, M. I., & Suárez-Pellicioni, M. (2015). Processing of multi-digit additions in high math-anxious individuals: psychophysiological evidence. Frontiers in psychology, 6, 1268.
Ma, X., y Kishor, N. (1997). Assessing the relationship between attitude toward mathematics and achievement in mathematics: A meta-analysis. Journal for research in mathematics education.
Maloney, E. A., y Beilock, S. L. (2012). Math anxiety: Who has it, why it develops, and how to guard against it. Trends in cognitive sciences, 16(8), 404-406.
Markovits, Z. (2011). Beliefs hold by pre-school prospective teachers toward mathematics and its teaching. Procedia-Social and Behavioral Sciences, 11, 117-121.
Muñoz-Cantero, J. M., & Mato-Vázquez, D. (2007). Elaboración y estructura factorial de un cuestionario para medir la" ansiedad hacia las Matemáticas" en alumnos de Educación Secundaria Obligatoria.
Petronzi, D., Hunt, T., & Sheffield, D. (2021). Interventions to address mathematics anxiety: An overview and recommendations. In S. A. Kıray & E. Tomevska-Ilievska (Eds.), Current Studies in Educational Disciplines 2021 (pp. 169-194). ISRES.
Ramirez, G., Hooper, S. Y., Kersting, N. B., Ferguson, R., & Yeager, D. (2018). Teacher math anxiety relates to adolescent students’ math achievement. AERA open, 4(1), 2332858418756052.
Ramirez, G., Shaw, S. T., & Maloney, E. A. (2018). Math anxiety: Past research, promising interventions, and a new interpretation framework. Educational Psychologist, 53(3), 145–164. https://doi.org/10.1080/00461520.2018.1447384
Sammallahti, E., Finell, J., Jonsson, B., & Korhonen, J. (2023). A Meta-Analysis of Math Anxiety Interventions. Journal of Numerical Cognition, 9(2), 346-362. https://doi.org/10.5964/jnc.8401
Vázquez, D. M. (2006). Diseño y validación de dos cuestionarios para evaluar las actitudes y la ansiedad hacia las matemáticas en alumnos de Educación Secundaria Obligatoria (Doctoral dissertation, Universidade da Coruña).
Wahyuni, R., Juniati, D., & Wijayanti, P. (2025). Mathematics anxiety in mathematics education: a bibliometrics analysis. Journal of Education and Learning (EduLearn), 19(1), 380-393.
Wang, Z., Hart, S. A., Kovas, Y., Lukowski, S., Soden, B., Thompson, L. A., ... & Petrill, S. A. (2014). Who is afraid of math? Two sources of genetic variance for mathematical anxiety. Journal of child psychology and psychiatry, 55(9), 1056-1064.
Wigfield, A., y Meece, J. L. (1988). Math anxiety in elementary and secondary school students. Journal of educational Psychology, 80(2), 210.
Núm. 2 , Año 2025 : Julio - Diciembre
https://revistasojs.ucaldas.edu.co/index.php/latinoamericana/article/download/11885/8348
dc.rights.none.fl_str_mv Latinoamericana de Estudios Educativos - 2026
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
http://purl.org/coar/access_right/c_abf2
rights_invalid_str_mv Latinoamericana de Estudios Educativos - 2026
https://creativecommons.org/licenses/by/4.0
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
http://purl.org/coar/access_right/c_abf2
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidad de Caldas
publisher.none.fl_str_mv Universidad de Caldas
dc.source.none.fl_str_mv https://revistasojs.ucaldas.edu.co/index.php/latinoamericana/article/view/11885
institution Universidad de Caldas
repository.name.fl_str_mv
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spelling Ansiedad y actitudes hacia las matemáticas en un grupo de adolescentes colombianosAnxiety and attitudes towards mathematics in a group of Colombian adolescentsAnsiedad matemáticaactitudesaprendizaje matemáticoeducación matemáticaaprendizaje autorreguladoMath anxietyattitudesmathematics learningmathematics Educationself-regulated learningansiedade matemáticaatitudesaprendizagem matemáticaeducação matemáticaaprendizagem auto-reguladaEste es un estudio multivariado donde se buscó analizar la validez de dos cuestionarios sobre actitudes y ansiedad hacia las matemáticas. Además de ello identificar la relación entre las actitudes y la ansiedad hacia las matemáticas. Se trabajó con 124 estudiantes de un colegio de secundaria y media de Colombia con edades promedios entre los 15 años quienes respondieron dos escaladas de actitudes y ansiedad hacia las matemáticas validado en un estudio doctoral. Del análisis se concluye los estudiantes que poseen desempeños más altos puntúan una mejor percepción percibida hacia el profesor. Una conclusión es el desarrollo de estrategias que estén enfocadas en la autorregulación de la dimensión afectiva y cognitiva de la ansiedad matemática.This is a multivariate study that sought to analyze the validity of two questionnaires on attitudes and anxiety towards mathematics. In addition, to identify the relationship between attitudes and anxiety towards mathematics. We worked with 124 students from a secondary and middle school in Colombia with average ages between 15 years old who answered two scales of attitudes and anxiety towards mathematics validated in a doctoral study. From the analysis, it is concluded that students who have higher performances score a better perceived perception towards the teacher. One conclusion is the development of strategies that are focused on the self-regulation of the affective and cognitive dimension of mathematical anxiety.Universidad de Caldas2026-05-22T16:36:07Z2026-05-23T08:00:36Z2026-05-22T16:36:07Z2026-05-23T08:00:36Z2026-05-22Artículo de revistahttp://purl.org/coar/resource_type/c_6501Textinfo:eu-repo/semantics/articleJournal articleinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a85http://purl.org/coar/resource_type/c_2df8fbb1application/pdf1900-9895https://repositorio.ucaldas.edu.co/handle/ucaldas/2704910.17151/rlee.2025.21.2.72500-5324https://doi.org/10.17151/rlee.2025.21.2.7https://revistasojs.ucaldas.edu.co/index.php/latinoamericana/article/view/11885spa163213321Latinoamericana de Estudios EducativosAshcraft, M. H. (2002). Math anxiety: Personal, educational, and cognitive consequences. Current directions in psychological science, 11(5), 181-185.Ashcraft, M. H., & Krause, J. A. (2007). Working memory, math performance, and math anxiety. Psychonomic bulletin & review, 14, 243-248.Barroso, C., Ganley, C. M., McGraw, A. L., Geer, E. A., Hart, S. A., & Daucourt, M. C. (2021). A meta-analysis of the relation between math anxiety and math achievement. Psychological bulletin, 147(2), 134.Beilock, S. L., Gunderson, E. A., Ramirez, G., & Levine, S. C. (2010). Female teachers’ math anxiety affects girls’ math achievement. Proceedings of the National Academy of Sciences, 107(5), 1860-1863.Bieg, M., Goetz, T., Wolter, I., & Hall, N. C. (2015). Gender stereotype endorsement differentially predicts girls' and boys' trait-state discrepancy in math anxiety. Frontiers in psychology, 6, 1404.Dawes, John G. 2002a. Five point vs. eleven point scales: does it make a difference to data characteristics? Australasian Journal of Market Research 10 (1): 39 - 47.Dawes, J. (2008). Do data characteristics change according to the number of scale points used? An experiment using 5-point, 7-point and 10-point scales. International journal of market research, 50(1), 61-104.Dowker, A., Sarkar, A., & Looi, C. Y. (2016). Mathematics anxiety: What have we learned in 60 years?. Frontiers in psychology, 7, 508.Erickson, S. L. (2015). Math anxiety and metacognition in mathematics education. University of California, Merced.Finn, R.H. 1972. Effects of Some Variations in Rating Scale Characteristics on the Means and Reliabilities of Ratings. Educational and Psychological Measurement 32: 255-265.Gresham, G. (2009). An examination of mathematics teacher efficacy and mathematics anxiety in elementary pre-service teachers. The Journal of Classroom Interaction, 22-38.Gunderson, E. A., Park, D., Maloney, E. A., Beilock, S. L., & Levine, S. C. (2018). Reciprocal relations among motivational frameworks, math anxiety, and math achievement in early elementary school. Journal of Cognition and Development, 19(1), 21-46.Hembree, R. (1990). The nature, effects, and relief of mathematics anxiety. Journal for research in mathematics education, 33-46.Ho, H. Z., Senturk, D., Lam, A. G., Zimmer, J. M., Hong, S., Okamoto, Y., ... & Wang, C. P. (2000). The affective and cognitive dimensions of math anxiety: A cross-national study. Journal for research in Mathematics Education, 31(3), 362-379.Johnston-Wilder, S., & Moreton, J. (2018). Developing mathematical-resilience-promoting practices in teachers. In ICERI2018 Proceedings (pp. 8228-8237). IATED.Johnson, Steven M. , Patricia C. Smith, and Susan M. Tucker. 1982. Response format of the job descriptive index: Assessment of reliability and validity by the multitrait-multimethod matrix. Journal of Applied Psychology 67 (4): 500-505.Joshi, A., Kale, S., Chandel, S., & Pal, D. K. (2015). Likert scale: Explored and explained. British journal of applied science & technology, 7(4), 396-403.Luttenberger, S., Wimmer, S., & Paechter, M. (2018). Spotlight on math anxiety. Psychology Research and Behavior Management, 11, 311–322. https://doi.org/10.2147/PRBM.S141421Lyons, I. M., & Beilock, S. L. (2012). When math hurts: math anxiety predicts pain network activation in anticipation of doing math. PloS one, 7(10), e48076.Namkung, J. M., Peng, P., & Lin, X. (2019). The relation between mathematics anxiety and mathematics performance among school-aged students: A meta-analysis. Review of Educational Research, 89(3), 459-496.Núñez-Peña, M. I., & Suarez-Pellicioni, M. (2014). Less precise representation of numerical magnitude in high math-anxious individuals: An ERP study of the size and distance effects. Biological psychology, 103, 176-183.Núñez-Peña, M. I., & Suárez-Pellicioni, M. (2015). Processing of multi-digit additions in high math-anxious individuals: psychophysiological evidence. Frontiers in psychology, 6, 1268.Ma, X., y Kishor, N. (1997). Assessing the relationship between attitude toward mathematics and achievement in mathematics: A meta-analysis. Journal for research in mathematics education.Maloney, E. A., y Beilock, S. L. (2012). Math anxiety: Who has it, why it develops, and how to guard against it. Trends in cognitive sciences, 16(8), 404-406.Markovits, Z. (2011). Beliefs hold by pre-school prospective teachers toward mathematics and its teaching. Procedia-Social and Behavioral Sciences, 11, 117-121.Muñoz-Cantero, J. M., & Mato-Vázquez, D. (2007). Elaboración y estructura factorial de un cuestionario para medir la" ansiedad hacia las Matemáticas" en alumnos de Educación Secundaria Obligatoria.Petronzi, D., Hunt, T., & Sheffield, D. (2021). Interventions to address mathematics anxiety: An overview and recommendations. In S. A. Kıray & E. Tomevska-Ilievska (Eds.), Current Studies in Educational Disciplines 2021 (pp. 169-194). ISRES.Ramirez, G., Hooper, S. Y., Kersting, N. B., Ferguson, R., & Yeager, D. (2018). Teacher math anxiety relates to adolescent students’ math achievement. AERA open, 4(1), 2332858418756052.Ramirez, G., Shaw, S. T., & Maloney, E. A. (2018). Math anxiety: Past research, promising interventions, and a new interpretation framework. Educational Psychologist, 53(3), 145–164. https://doi.org/10.1080/00461520.2018.1447384Sammallahti, E., Finell, J., Jonsson, B., & Korhonen, J. (2023). A Meta-Analysis of Math Anxiety Interventions. Journal of Numerical Cognition, 9(2), 346-362. https://doi.org/10.5964/jnc.8401Vázquez, D. M. (2006). Diseño y validación de dos cuestionarios para evaluar las actitudes y la ansiedad hacia las matemáticas en alumnos de Educación Secundaria Obligatoria (Doctoral dissertation, Universidade da Coruña).Wahyuni, R., Juniati, D., & Wijayanti, P. (2025). Mathematics anxiety in mathematics education: a bibliometrics analysis. Journal of Education and Learning (EduLearn), 19(1), 380-393.Wang, Z., Hart, S. A., Kovas, Y., Lukowski, S., Soden, B., Thompson, L. A., ... & Petrill, S. A. (2014). Who is afraid of math? Two sources of genetic variance for mathematical anxiety. Journal of child psychology and psychiatry, 55(9), 1056-1064.Wigfield, A., y Meece, J. L. (1988). Math anxiety in elementary and secondary school students. Journal of educational Psychology, 80(2), 210.Núm. 2 , Año 2025 : Julio - Diciembrehttps://revistasojs.ucaldas.edu.co/index.php/latinoamericana/article/download/11885/8348Latinoamericana de Estudios Educativos - 2026https://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessEsta obra está bajo una licencia internacional Creative Commons Atribución 4.0.http://purl.org/coar/access_right/c_abf2Osorio-Cárdenas, Andrea MilenaLara-Escobar, Rubén Daríooai:repositorio.ucaldas.edu.co:ucaldas/270492026-05-23T08:00:36Z

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