Influencia de la ansiedad matemática parental en el rendimiento académico mediada por el apoyo al aprendizaje

Héctor Pérez Montesdeoca; Daniel Rodríguez Rodríguez

doi:10.30827/pna.v18i4.29061

Autores/as

Héctor Pérez Montesdeoca a:1:{s:5:"es_ES";s:31:"Universidad Europea de Canarias";} https://orcid.org/0000-0002-6728-8681
Daniel Rodríguez Rodríguez Universidad Europea de Canarias https://orcid.org/0000-0002-9721-259X

DOI:

https://doi.org/10.30827/pna.v18i4.29061

Palabras clave:

Educación Secundaria, Madres, Mediación, Modelo, Padres

Resumen

Este estudio tiene como objetivo explorar las relaciones entre la ansiedad matemática experimentada por los progenitores, su rol en el apoyo al proceso de aprendizaje de sus hijos y el consiguiente impacto en el rendimiento académico de los estudiantes de Educación Secundaria Obligatoria en el campo de las matemáticas. Se contó con 845 estudiantes y 1436 progenitores. A través de un “path análisis” los resultados confirmaron la mediación de la variable parental apoyo al aprendizaje entre la ansiedad matemática de los progenitores y la calificación en Matemáticas a final de curso de sus hijos.

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