INFLUENCIA DE VARIABLES COGNITIVAS Y MOTIVACIONALES EN EL RENDIMIENTO ACADÉMICO EN MATEMÁTICAS EN ESTUDIANTES CHILENOS

Gamal Cerda; Eva M. Romera; José A. Casas; Carlos Pérez; Rosario Ortega Ruiz

doi:10.5944/educxx1.19052

Authors

Gamal Cerda Universidad de Concepción, Chile
Eva M. Romera Universidad de Córdoba
José A. Casas Universidad de Córdoba
Carlos Pérez Universidad de O´Higgins, Chile
Rosario Ortega Ruiz Universidad de Córdoba

DOI:

https://doi.org/10.5944/educxx1.19052

Keywords:

Learning motivation, mathematics education, Equations (Mathematics), reasoning, structural equations.

Abstract

Apart from cognitive processes and the levels of abstraction in mathematics, predisposition or motivation for mathematical tasks interacts
with academic mathematics performance in a significant manner. The
objective of this study is to measure the effect of incorporating a variable
of predisposition to mathematical tasks to a complex model, which
also considers the student’s formal and inductive logical reasoning skills
regarding academic mathematics performance. Our aim is to assess
to what extent success in mathematics provides feedback to students
and how it influences overall academic achievement. In order to do so,
different instruments were used, such as TOLT (Test of Logical Thinking),
TILS (Test of Higher Logical Thinking) and a Likert-type scale
to measure the predisposition for mathematical tasks. The interaction
between variables was modeled using structural equations. The results
show the important role that predisposition for mathematical tasks plays
in academic performance. They also show how this predisposition interacts
and modulates the effect of cognitive factors on overall academic
performance, and how it also mitigates the strength of their univariate
relationships. The educational role of these findings is discussed, as well
as possible ways of improving a negative predisposition towards mathematical tasks in school environments.

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