Attitudes towards mathematics in secondary school studentspersonal and family factors

  1. Nuria Galende 1
  2. Ana Rosa Arrivillaga 1
  3. Jose María Madariaga 1
  1. 1 Universidad del País Vasco/Euskal Herriko Unibertsitatea
    info

    Universidad del País Vasco/Euskal Herriko Unibertsitatea

    Lejona, España

    ROR https://ror.org/000xsnr85

Revista:
Culture and Education, Cultura y Educación

ISSN: 1135-6405 1578-4118

Año de publicación: 2020

Volumen: 32

Número: 3

Páginas: 529-555

Tipo: Artículo

DOI: 10.1080/11356405.2020.1785156 DIALNET GOOGLE SCHOLAR

Otras publicaciones en: Culture and Education, Cultura y Educación

Objetivos de desarrollo sostenible

Resumen

The importance of the affective domain in maths learning has been analysed since the 1980s. Among the explanatory variables of this domain, this study focuses on attitude towards mathematics and its relationship with important personal and family variables. Specifically, it analyses relationships with the family environment, family communication, self-concept and resilience in a sample of 203 students in all four years of secondary education in a school located in a disadvantaged area. The main results show that attitude towards mathematics decreases from the first to the third year and goes up again in the fourth year. A better overall academic self-concept or mathematical self-concept is related to a more positive attitude towards mathematics. In the family, mothers exert a greater influence on this attitude than fathers. Finally, males have a more positive attitude towards mathematics, and in particular a higher mathematical self-concept, than females. The educational implications of the results are discussed, stressing the need to consider the affective domain in order to make educational interventions effective.

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