Attitude, self-efficacy and mathematical anxiety in students from spanish schools: a comparative study
Abstract
Mathematics is a fundamental pillar for personal and professional development, being a valuable and necessary tool to function adequately in society. This study sought to determine if there is a difference in attitude, self-efficacy, and mathematical anxiety according to sex, musical practice, and the number of failures in mathematics in secondary school students in Spain. The research was quantitative, descriptive, and comparative. 263 students participated, who completed the Attitude Towards Mathematics Questionnaire (ATMI-SF), the Scale of Sources of Self-Efficacy in Mathematics (EFAM), and the Mathematics Anxiety Scale (EAM). The results showed a significant difference in attitude, self-efficacy, and mathematical anxiety according to sex, with a greater presence of the first two in men and the last in women. Similarly, those who play a musical instrument obtained a higher average in attitude and mathematical self-efficacy than those who do not; the latter showed a higher level of mathematical anxiety than the former. A similar result was obtained about the number of failures in mathematics; the more failures, the lower the attitude and self-efficacy, and the higher the level of mathematical anxiety. These results demonstrate significant differences in attitude, self-efficacy, and mathematical anxiety according to the students' gender, musical practice, and previous experiences of failure. In turn, they demonstrate the importance of carrying out educational interventions that address these variables in order to improve students' performance in mathematics.
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References
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