Creencias sobre maestros de matemáticas, ansiedad y satisfacción académica

El objetivo fue evaluar un modelo que predice la ansiedad matemática y la satisfacción académica de los estudiantes en función de sus creencias sobre el profesor de matemáticas y el contexto matemático. Se recopilaron encuestas que investigaron los constructos anteriores en 428 estudiantes de primer...

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Fecha de publicación:: 2026

Institución:: Universidad de Caldas

Repositorio:: Repositorio Institucional U. Caldas

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dc.title.none.fl_str_mv	Creencias sobre maestros de matemáticas, ansiedad y satisfacción académica Beliefs about math teachers, anxiety, and academic satisfaction
title	Creencias sobre maestros de matemáticas, ansiedad y satisfacción académica
spellingShingle	Creencias sobre maestros de matemáticas, ansiedad y satisfacción académica Educación matemática emociones rendimiento escolar análisis multivariado Mathematics education emotions academic achievement multivariate analysis Educação matemática emoções desempenho acadêmico análise multivariada
title_short	Creencias sobre maestros de matemáticas, ansiedad y satisfacción académica
title_full	Creencias sobre maestros de matemáticas, ansiedad y satisfacción académica
title_fullStr	Creencias sobre maestros de matemáticas, ansiedad y satisfacción académica
title_full_unstemmed	Creencias sobre maestros de matemáticas, ansiedad y satisfacción académica
title_sort	Creencias sobre maestros de matemáticas, ansiedad y satisfacción académica
dc.subject.none.fl_str_mv	Educación matemática emociones rendimiento escolar análisis multivariado Mathematics education emotions academic achievement multivariate analysis Educação matemática emoções desempenho acadêmico análise multivariada
topic	Educación matemática emociones rendimiento escolar análisis multivariado Mathematics education emotions academic achievement multivariate analysis Educação matemática emoções desempenho acadêmico análise multivariada
description	El objetivo fue evaluar un modelo que predice la ansiedad matemática y la satisfacción académica de los estudiantes en función de sus creencias sobre el profesor de matemáticas y el contexto matemático. Se recopilaron encuestas que investigaron los constructos anteriores en 428 estudiantes de primer semestre de diferentes carreras con un alto componente de contenido matemático en sus planes de estudio. Los datos se analizaron mediante modelos de ecuaciones estructurales de mínimos cuadrados parciales (PLS-SEM). Los resultados aumentan el conocimiento sobre el impacto de las creencias de los estudiantes al mostrar relaciones positivas entre las creencias sobre el docente y la satisfacción académica, mediadas parcialmente por la ansiedad matemática.
publishDate	2026
dc.date.none.fl_str_mv	2026-05-22T16:36:07Z 2026-05-23T08:00:34Z 2026-05-22T16:36:07Z 2026-05-23T08:00:34Z 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
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dc.identifier.none.fl_str_mv	1900-9895 https://repositorio.ucaldas.edu.co/handle/ucaldas/27046 10.17151/rlee.2025.21.2.4 2500-5324 https://doi.org/10.17151/rlee.2025.21.2.4
identifier_str_mv	1900-9895 10.17151/rlee.2025.21.2.4 2500-5324
url	https://repositorio.ucaldas.edu.co/handle/ucaldas/27046 https://doi.org/10.17151/rlee.2025.21.2.4
dc.language.none.fl_str_mv	eng
language	eng
dc.relation.none.fl_str_mv	87 2 63 21 Latinoamericana de Estudios Educativos Affuso, G., Zannone, A., Esposito, C., Pannone, M., Miranda, M., De Angelis, G, et al. (2023). The effects of teacher support, parental monitoring, motivation, and self-efficacy on academic performance over time. European Journal of Psychology of Education. 2023, 38(1),1–23. https://doi.org/10.1007/s10212-021-00594-6 Alkan, V. (2018). A systematic review research: ‘Mathematics anxiety’ in Turkey. International Journal of Assessment Tools in Education, 5(3), 567–592. https://doi.org/10.21449/ijate.445919 Capote Castillo, M., Acosta, R., & Capote Areces, M. (2022). Relaciones entre las actitudes hacia la matemática y el rendimiento académico de los estudiantes. Mendive. Revista de Educación, 20(3), 1022-1035. Retrieved from https://mendive.upr.edu.cu/index.php/MendiveUPR/article/view/2520 Caviola S, Carey E, Mammarella IC & Szucs D. (2017). Stress, time pressure, strategy selection, and math anxiety in mathematics: a review of the literature. Front. Psychol. 8, 1–13. https://doi.org/10.3389/fpsyg.2017.01488 Cohen, L.D., Korem, N. & Rubinsten, O. (2021). Math Anxiety Is Related to Math Difficulties and Composed of Emotion Regulation and Anxiety Predisposition: A Network Analysis Study. Brain Sci., 11, 1609. https://doi.org/10.3390/brainsci11121609 Damasio, A. (1994). Descartes’ error: Emotion, reason, and the human brain. New York, NY: G.P. Putnam’s Sons. Diamantopoulos, A., & Siguaw, J. (2006). Formative Versus Reflective Indicators in Organizational Measure Development: A Comparison and Empirical Illustration, British Journal of Management, 17, 263–282. https://doi.org/10.1111/j.1467-8551.2006.00500.x Di Martino, P., & Gregorio, F. (2019). The mathematical crisis in secondary–tertiary transition. International Journal of Science and Mathematics Education, 17(4), 825-843. https://doi.org/10.1007/s10763-018-9894-y Dreger, R. M., & Aiken, L. R. (1957). The identification of number anxiety in a college population. Journal of Educational Psychology, 48(6), 344-351. https://doi.org/10.1037/h0045894 Fangfang, Z., Youhuan, W., & Li, P. (2023). Work volition and academic satisfaction in Chinese female college students: The moderating role of incremental theory of work volition. International Journal for Educational and Vocational Guidance, 23(3), 599-614. https://doi.org/10.1007/s10775-022-09542-2 Flores, L. Y., Navarro, R. L., Lee, B. H., Hu, X., Díaz, D., & Martínez, L. (2021). Social cognitive predictors of Latinx and White engineering students' academic satisfaction and persistence intentions: Exploring interactions among social identities and institutional context. Journal of Vocational Behavior, 127, 103580. https://doi.org/10.1016/j.jvb.2021.103580 Fornell, C., & Larcker, D. F. (1981). Structural equation models with unobservable variables and measurement error: Algebra and statistics. Journal of Marketing Research, 18(3), 382–388. https://doi.org/10.1177/002224378101800313 Froment, F., & Gutiérrez, M. D. B. (2022). The prediction of teacher credibility on student motivation: Academic engagement and satisfaction as mediating variables. Revista de Psicodidáctica (English Ed.), 27(2), 149-157. https://doi.org/10.1016/j.psicod.2022.04.003 Gough, M. F. (1954). Why failures in mathematics? Mathemaphobia: Causes and treatments. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 28(5), 290–294. https://doi.org/10.1080/00098655.1954.11476830 Hair, J. F., Hult, G. T. M., Ringle, C. M. & Sarstedt, M. (2017). A primer on partial least squares structural equation modeling (PLS-SEM) (2nd ed.). Thousand Oaks, CA: Sage. Hair, J.F., Risher, J.J., Sarstedt, M & Ringle, C. M. (2019). When to use and how to report the results of PLS-SEM. European Business Review, 31(1), 2-24. https://doi.org/10.1108/EBR-11-2018-0203 Henschel, S., & Roick, T. (2017). Relationships of mathematics performance, control, and value beliefs with cognitive and affective math anxiety. Learning and Individual Differences, 55, 97-107. https://doi.org/10.1016/j.lindif.2017.03.009 Henseler, J., Ringle, C. M., & Sarstedt, M. (2015). A new criterion for assessing discriminant validity in variance-based structural equation modeling. Journal of the academy of marketing science, 43, 115-135. https://doi.org/10.1007/s11747-014-0403-8 Henseler, J., Ringle, C. y Sarstedt, M. (2016). Testing measurement invariance of composites using partial least squares. International Marketing Review 33(3), 405-431. http://dx.doi.org/10.1108/IMR-09-2014-0304 Ilyas, A., Fatima, I., & Yousaf, K. (2023). Parental Expectations, Academic Stress, and Academic Satisfaction in Premedical Students. Al-Mahdi Research Journal (MRJ), 5(2), 325-345. Retrieved from https://ojs.mrj.com.pk/index.php/MRJ/article/view/168 Iqbal, M. Z., Khan, T., & Ikramullah, M. (2023). Toward academic satisfaction and performance: the role of students’ achievement emotions. European Journal of Psychology of Education, 1-29. https://doi.org/10.1007/s10212-023-00751-z Ji, R., Yue, X., & Zheng, X. (2021). Using PLS-SEM to Examine the Structure of First-Year University Students' Mathematics-Related Beliefs. Higher Education Studies, 11(4), 7-18. https://doi.org/10.5539/hes.v11n4p7 Kesici, A. (2023). The Effect of Attitude Towards School on the Students' Happiness: The Moderating Role of Math Anxiety. Mathematics Teaching Research Journal, 15(5), 209-225. Retrieved from https://www.researchgate.net/publication/376618986_The_Effect_of_Attitude_Towards_School_on_the_Students'_Happiness_The_Moderating_Role_of_Math_Anxiety Khine, M. S., Fraser, B. J., Afari, E., Oo, Z., & Kyaw, T. T. (2018). Students’ perceptions of the learning environment in tertiary science classrooms in Myanmar. Learning Environments Research, 21, 135-152. https://doi.org/10.1007/s10984-017-9250-0 Kim, M., & Tanis, C. J. (2022). South Korean student-athlete academic satisfaction and future employment: An exploratory study. Journal for the Study of Sports and Athletes in Education, 1-22. https://doi.org/10.1080/19357397.2022.2060702 Juárez-Moreno, C. A., Juárez-López, J. A., & Hernández-Rebollar, L. A. (2025). The image of the mathematics teachers in high school students. Multidisciplinary Journal of Educational Research, 14(1), 56–75. https://doi.org/10.17583/redimat.15988 Li, Q., Huang, K., Hu, Y., Ying, S., Chen, N., & Palaroan, R. (2025). Perspective Chapter: Teacher and Classroom Influences on Mathematics Anxiety – A Systematic Literature Review of Instruction, Teacher Support, and Classroom Structure. En M. Tezer (Ed.), Mathematics - Teaching and Learning. IntechOpen. https://doi.org/10.5772/intechopen.1010940 Li, K., Wijaya, T. T., Chen, X., & Harahap, M. S. (2024). Exploring the factors affecting elementary mathematics teachers’ innovative behavior: an integration of social cognitive theory. Scientific Reports, 14(1), 2108. https://doi.org/10.1038/s41598-024-52604-4 Luneta, K., & Sunzuma, G. (2022). Instructional interventions to address mathematics anxiety in sub-Saharan Africa: a systematic review (1980–2020). Afr. Educ. Rev. 19, 103–119. https://doi.org/10.1080/18146627.2023.2201660 Markauskaite, L., & Goodyear, P. (2017). Epistemic fluency and professional education: Innovation, Knowledgeable Action and Actionable Knowledge. Springer. https://doi.org/10.1007/978-94-007-4369-4 Martínez-Artero, R. N., & Checa, A. N. (2014). ¿Tienen ansiedad hacia las matemáticas los futuros matemáticos? Profesorado. Revista de Currículum y Formación de Profesorado, 18(2), 153-170. https://doi.org/10.30827/pna.v16i3.20948 McLeod, D. B., & Adams, V. M. (Eds.). (1989). Affect and mathematical problem solving: A new perspective. Springer-Verlag Publishing. https://doi.org/10.1007/978-1-4612-3614-6 Meneghel, I., Martínez, I. M., Salanova, M., & De Witte, H. (2019). Promoting academic satisfaction and performance: Building academic resilience through coping strategies. Psychology in the Schools, 56(6), 875–890. https://doi.org/10.1002/pits.22253 Muis, K. R., Psaradellis, C., Chevrier, M., Di Leo, I., & Lajoie, S. P. (2015). Learning by preparing to teach: Fostering self-regulatory processes and achievement during complex mathematics problem solving. Journal of Educational Psychology, 107, 1-19. http://dx.doi.org/10.1037/edu0000071 Orbach, L., & Fritz, A. (2022). A latent profile analysis of math anxiety and core beliefs toward mathematics among children. Ann. N. Y. Acad. Sci. 1509, 130–144. https://doi.org/10.1111/nyas.14720 Pedersen, I. F., & Haavold, P. Ø. (2023). Students’ mathematical beliefs and motivation in the context of inquiry-based mathematics teaching. International Journal of Mathematical Education in Science and Technology, 1-15. https://doi.org/10.1080/0020739X.2023.2189171 Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educ Psychol Rev 18, 315–341. https://doi.org/10.1007/s10648-006-9029-9 Polya, G. (1945). How to solve it: A new aspect of mathematical method. Princeton, NJ: Princeton University Press. Quiñónez-Méndez, J., Bazurto-Chamorro, A., Reasco-Angulo, S., Realpe-Cancio, L., Angulo-Guerrero, R., & Romero-Saavedra, I. (2025). Ansiedad, actitud y motivación hacia las matemáticas en el aprendizaje de Cálculo Diferencial e Integral de estudiantes universitarios. Revista Lexenlace, 2(2), 111-122. https://doi.org/10.63644/1vh61244 Rach, S., & Heinze, A. (2017). The transition from school to university in mathematics: Which influence do school-related variables have? International Journal of Science and Mathematics Education, 15(7), 1343-1363. https://doi.org/10.1007/s10763-016-9744-8 Richardson, F.C. y Suinn, R.M. (1972). The Mathematics Anxiety Rating Scale. Journal of Counseling Psychology, 19, 551–554. Rincón-Álvarez, G. A., Hernández-Suárez, C. A., Núñez, R. P., Solano-Pinto, N., & Fernández-Cézar, R. (2022). Cuestionario de creencias sobre las matemáticas: propiedades psicométricas. Educación y Ciudad, (43), 215-236. https://doi.org/10.36737/01230425.n43.2022.2687 Ringle, C., Sarstedt, M., Mitchell, R. & Gudergan, S. (2020). Partial least squares structural equation modeling in HRM research, The International Journal of Human Resource Management, 31(12), 1617-1643. https://doi.org/10.1080/09585192.2017.1416655 Ringle, C. M., Wende, S., & Becker, J.-M. (2022). "SmartPLS 4." Boenningstedt: SmartPLS GmbH, http://www.smartpls.com Rubach, C., & Bonanati, S. (2023). The impact of parents' home‐and school‐based involvement on adolescents' intrinsic motivation and anxiety in math. Psychology in the Schools, 60(6), 1615-1635. https://doi.org/10.1002/pits.22577 Rubinsten, O., Marciano, H., Eidlin Levy, H., & Daches Cohen, L. (2018). A framework for studying the heterogeneity of risk factors in math anxiety. Frontiers in behavioral neuroscience, 12, 291. https://doi.org/10.3389/fnbeh.2018.00291 Sadoughi, M., & Yahya, S. (2021). Teacher support and academic engagement among EFL learners: The role of positive academic emotions. Studies in Educational Evaluation, 70, 1-8. https://doi.org/10.1016/j.stueduc.2021.101060 Sarstedt, M., Hair, J. F., Ringle, C. M., Thiele, K. O., & Gudergan, S. P. (2016). Estimation issues with PLS and CBSEM: Where the bias lies! Journal of business research, 69(10), 3998-4010. http://dx.doi.org/10.1016/j.jbusres.2016.06.007 Smith, J., & Fotou, N. (2023). How teachers’ mathematics anxiety affects their students’ mathematics anxiety and mathematics confidence. Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13). Alfréd Rényi Institute of Mathematics; Eötvös Loránd University of Budapest. Teheran-Barranco, V., Sánchez-Ruiz, J. G., & Díaz-Furlong, A. (2024). Ansiedad matemática y engagement académico en estudiantes de educación media superior en México. Educatio Siglo XXI, 42(2), 97-120. https://doi.org/10.6018/educatio.591541 Tomás, J-M. & Gutiérrez, M. (2019). Aportaciones de la teoría de la autodeterminación a la predicción de la satisfacción académica en estudiantes universitarios. Revista de Investigación Educativa, 37(2), 471-485. http://dx.doi.org/10.6018/rie.37.2.328191 Vergara-Morales, J., Del Valle, M., Díaz, A., & Pérez, M. V. (2018). Adaptación de la escala de satisfacción académica en estudiantes universitarios chilenos. Psicología Educativa, 24, 99-106. https://doi.org/10.5093/psed2018a1 Wang, C., Xu, Q., & Fei, W. (2024). The effect of student-perceived teacher support on math anxiety: Chain mediation of teacher–student relationship and math self-efficacy. Frontiers in Psychology, 15, 1333012. https://doi.org/10.3389/fpsyg.2024.1333012 Wang, L. (2020). Mediation Relationships Among Gender, Spatial Ability, Math Anxiety, and Math Achievement. Educational Psychology Review, 32(1), 1‐15. https://doi.org/10.1007/s10648-019-09487-z Zhang, J., Zhao, N., & Kong, Q. P. (2019). The relationship between math anxiety and math performance: A meta-analytic investigation. Frontiers in psychology, 10, 1613. https://doi.org/10.3389/fpsyg.2019.01613 Zhou, Y., Jing, B., Ma, H., & Liu, H. (2025). Perceived Teacher Support Profiles and Students’ Mathematics Engagement, Anxiety, and Attitude: A Latent Profile Analysis. Behavioral Sciences, 15(11), 1578. https://doi.org/10.3390/bs15111578 Zhu, L., & Anagondahalli, D. (2018). Predicting student satisfaction: The role of academic entitlement and nonverbal immediacy. Communication Reports, 31(1), 41–52. https://doi.org/10.1080/08934215.2017.1364777 Núm. 2 , Año 2025 : Julio - Diciembre https://revistasojs.ucaldas.edu.co/index.php/latinoamericana/article/download/11881/8345
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
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dc.publisher.none.fl_str_mv	Universidad de Caldas
publisher.none.fl_str_mv	Universidad de Caldas
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institution	Universidad de Caldas
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spelling	Creencias sobre maestros de matemáticas, ansiedad y satisfacción académicaBeliefs about math teachers, anxiety, and academic satisfactionEducación matemáticaemocionesrendimiento escolaranálisis multivariadoMathematics educationemotionsacademic achievementmultivariate analysisEducação matemáticaemoçõesdesempenho acadêmicoanálise multivariadaEl objetivo fue evaluar un modelo que predice la ansiedad matemática y la satisfacción académica de los estudiantes en función de sus creencias sobre el profesor de matemáticas y el contexto matemático. Se recopilaron encuestas que investigaron los constructos anteriores en 428 estudiantes de primer semestre de diferentes carreras con un alto componente de contenido matemático en sus planes de estudio. Los datos se analizaron mediante modelos de ecuaciones estructurales de mínimos cuadrados parciales (PLS-SEM). Los resultados aumentan el conocimiento sobre el impacto de las creencias de los estudiantes al mostrar relaciones positivas entre las creencias sobre el docente y la satisfacción académica, mediadas parcialmente por la ansiedad matemática.The objective was to evaluate a model that predicts students' math anxiety and academic satisfaction based on their beliefs about their math teacher and the math context. Surveys investigating the above constructs were collected from 428 first-semester students from different majors with a high component of math content in their curricula. The data were analyzed using partial least squares structural equation models (PLS-SEM). The results increase knowledge about the impact of students' beliefs by showing positive relationships between beliefs about the teacher and academic satisfaction, mediated, in part, by math anxiety.Universidad de Caldas2026-05-22T16:36:07Z2026-05-23T08:00:34Z2026-05-22T16:36:07Z2026-05-23T08:00:34Z2026-05-22Artículo 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/2704610.17151/rlee.2025.21.2.42500-5324https://doi.org/10.17151/rlee.2025.21.2.4https://revistasojs.ucaldas.edu.co/index.php/latinoamericana/article/view/11881eng8726321Latinoamericana de Estudios EducativosAffuso, G., Zannone, A., Esposito, C., Pannone, M., Miranda, M., De Angelis, G, et al. (2023). The effects of teacher support, parental monitoring, motivation, and self-efficacy on academic performance over time. European Journal of Psychology of Education. 2023, 38(1),1–23. https://doi.org/10.1007/s10212-021-00594-6Alkan, V. (2018). A systematic review research: ‘Mathematics anxiety’ in Turkey. International Journal of Assessment Tools in Education, 5(3), 567–592. https://doi.org/10.21449/ijate.445919Capote Castillo, M., Acosta, R., & Capote Areces, M. (2022). Relaciones entre las actitudes hacia la matemática y el rendimiento académico de los estudiantes. Mendive. Revista de Educación, 20(3), 1022-1035. Retrieved from https://mendive.upr.edu.cu/index.php/MendiveUPR/article/view/2520Caviola S, Carey E, Mammarella IC & Szucs D. (2017). Stress, time pressure, strategy selection, and math anxiety in mathematics: a review of the literature. Front. Psychol. 8, 1–13. https://doi.org/10.3389/fpsyg.2017.01488Cohen, L.D., Korem, N. & Rubinsten, O. (2021). Math Anxiety Is Related to Math Difficulties and Composed of Emotion Regulation and Anxiety Predisposition: A Network Analysis Study. Brain Sci., 11, 1609. https://doi.org/10.3390/brainsci11121609Damasio, A. (1994). Descartes’ error: Emotion, reason, and the human brain. New York, NY: G.P. Putnam’s Sons.Diamantopoulos, A., & Siguaw, J. (2006). Formative Versus Reflective Indicators in Organizational Measure Development: A Comparison and Empirical Illustration, British Journal of Management, 17, 263–282. https://doi.org/10.1111/j.1467-8551.2006.00500.xDi Martino, P., & Gregorio, F. (2019). The mathematical crisis in secondary–tertiary transition. International Journal of Science and Mathematics Education, 17(4), 825-843. https://doi.org/10.1007/s10763-018-9894-yDreger, R. M., & Aiken, L. R. (1957). The identification of number anxiety in a college population. Journal of Educational Psychology, 48(6), 344-351. https://doi.org/10.1037/h0045894Fangfang, Z., Youhuan, W., & Li, P. (2023). Work volition and academic satisfaction in Chinese female college students: The moderating role of incremental theory of work volition. International Journal for Educational and Vocational Guidance, 23(3), 599-614. https://doi.org/10.1007/s10775-022-09542-2Flores, L. Y., Navarro, R. L., Lee, B. H., Hu, X., Díaz, D., & Martínez, L. (2021). Social cognitive predictors of Latinx and White engineering students' academic satisfaction and persistence intentions: Exploring interactions among social identities and institutional context. Journal of Vocational Behavior, 127, 103580. https://doi.org/10.1016/j.jvb.2021.103580Fornell, C., & Larcker, D. F. (1981). Structural equation models with unobservable variables and measurement error: Algebra and statistics. Journal of Marketing Research, 18(3), 382–388. https://doi.org/10.1177/002224378101800313Froment, F., & Gutiérrez, M. D. B. (2022). The prediction of teacher credibility on student motivation: Academic engagement and satisfaction as mediating variables. Revista de Psicodidáctica (English Ed.), 27(2), 149-157. https://doi.org/10.1016/j.psicod.2022.04.003Gough, M. F. (1954). Why failures in mathematics? Mathemaphobia: Causes and treatments. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 28(5), 290–294. https://doi.org/10.1080/00098655.1954.11476830Hair, J. F., Hult, G. T. M., Ringle, C. M. & Sarstedt, M. (2017). A primer on partial least squares structural equation modeling (PLS-SEM) (2nd ed.). Thousand Oaks, CA: Sage.Hair, J.F., Risher, J.J., Sarstedt, M & Ringle, C. M. (2019). When to use and how to report the results of PLS-SEM. European Business Review, 31(1), 2-24. https://doi.org/10.1108/EBR-11-2018-0203Henschel, S., & Roick, T. (2017). Relationships of mathematics performance, control, and value beliefs with cognitive and affective math anxiety. 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Communication Reports, 31(1), 41–52. https://doi.org/10.1080/08934215.2017.1364777Núm. 2 , Año 2025 : Julio - Diciembrehttps://revistasojs.ucaldas.edu.co/index.php/latinoamericana/article/download/11881/8345Latinoamericana 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_abf2Ruiz-Ortega, Francisco JavierGómez-Grisales, GuillermoTapasco-Alzate, Omar Albertooai:repositorio.ucaldas.edu.co:ucaldas/270462026-05-23T08:00:34Z

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