Psicothema was founded in Asturias (northern Spain) in 1989, and is published jointly by the Psychology Faculty of the University of Oviedo and the Psychological Association of the Principality of Asturias (Colegio Oficial de Psicología del Principado de Asturias).
We currently publish four issues per year, which accounts for some 100 articles annually. We admit work from both the basic and applied research fields, and from all areas of Psychology, all manuscripts being anonymously reviewed prior to publication.
Psicothema, 2007. Vol. Vol. 19 (nº 3). 413-421
Isabel Barbero García, Francisco Pablo Holgado Tello, Enrique Vila Abad y Salvador Chacón Moscoso*
Universidad Nacional de Educación a Distancia y * Universidad de Sevilla
En este trabajo se han utilizado los datos del área de Matemáticas de la muestra española que participó en la segunda Evaluación Internacional del Progreso Educativo realizada por el Educational Testing Service. Bajo la lógica de identificar variables relacionadas con un rendimiento alto, nuestros objetivos son: 1) Estudiar las diferencias de las actitudes hacia las Matemáticas, sus hábitos de estudio y su rendimiento en los niños y niñas de 13 años; 2) Analizar la influencia de las actitudes y los hábitos de estudio sobre el rendimiento, examinando las relaciones encontradas tanto en niños como en niñas; 3) Proponer un modelo teóico mediante ecuaciones estructurales que explique las relaciones entre las variables propuestas. Los resultados indican que: a) existen algunas diferencias significativas entre niños y niñas; b) no es posible rechazar el modelo que relaciona los hábitos de estudio y las actitudes sobre el rendimiento en Matemáticas; y c) dicho modelo tiende a mantenerse estable por género.
Attitudes, learning experience and performance in Mathematics: Gender differences. In this paper, we used the data of Mathematics achievements from the sample of 13- year-old Spanish boys and girl who took part in the Second National Assessment of Educational Progress, carried out by the Educational Testing Service. With the aim of identifying variables related to high achievement, our goals are: 1) to analyse whether there are significant differences in 13-year-old Spanish boys and girls in their attitudes towards mathematics, their study strategies, and their performance; 2) to analyse the influence of their attitudes and study strategies on their performance, and to examine whether these relations are the same in boys and girls; 3) to propose a theoretical model that explains the relationship among the variables defined by means of structural equation modelling. The results show that: a) there are significant differences between boys and girls in the variables studied; b) it is not possible to reject the proposed model that relates study strategies and attitudes towards performance in mathematics; and c) the model tends to be stable both among boys and girls.
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