Factores personales del alumnado que predicen el rendimiento en matemáticas en Educación Primaria en Estados Unidos
DOI:
https://doi.org/10.30827/profesorado.v27i3.27869Palavras-chave:
Rendimiento académico, Ansiedad matemática, Autoeficacia, Educación Primaria, Actitud del alumnado, Actitud del profesoradoResumo
El objetivo de este artículo es predecir la influencia de los factores personales del alumnado sobre el rendimiento en matemáticas en Educación Primaria. Se trata de un estudio ex-post-facto que utiliza la base de datos del estudio TIMSS 2019 en Estados Unidos. La muestra está formada por 8601 estudiantes estadounidenses de 4º de Educación Primaria (50,45% niños; 49,54% niñas). Se realizaron un Análisis Factorial Exploratorio (AFE) y un Análisis Factorial Confirmatorio (AFC) de los 24 ítems del cuestionario del alumnado sobre el proceso de enseñanza y aprendizaje de las matemáticas (KMO= .952). Se identificaron cuatro factores: actitud, ansiedad, autoeficacia del alumnado y actitud del profesorado. Se utilizó un análisis de regresión múltiple para predecir la influencia de los factores de los estudiantes en el rendimiento matemático. Los resultados muestran que la autoeficacia es el factor que más contribuye al rendimiento y en el que se encuentran más diferencias de género, seguido de la ansiedad matemática, a favor de los chicos, que explica la brecha de género en Estados Unidos. La actitud del profesor, el segundo factor que más contribuye al rendimiento, refuerza tanto la actitud del alumnado como su autoeficacia. El número de libros en casa tiene un gran efecto sobre el rendimiento del alumnado. Los resultados sugieren la necesidad de plantear la enseñanza de las matemáticas desde un enfoque más práctico y dotar de más recursos a las escuelas en contextos desfavorecidos.
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