Compromiso escolar, tolerancia a la frustración y desempeño en matemáticas. Sus relaciones en estudiantes de nivel primario
Resumen
Este trabajo analiza la contribución del compromiso escolar (CE) y la tolerancia a la frustración (TF) para la predicción del desempeño en matemáticas, e indaga si su valor explicativo varía según el tipo de medida utilizada (pruebas estandarizadas versus calificaciones escolares). Adicionalmente, estudia si la relación del CE con el desempeño en matemáticas difiere según la capacidad de TF. Participaron 233 estudiantes de 4.°, 5.° y 6.° año de nivel primario. Los resultados indican que tanto el CE como la TF predicen el desempeño en matemáticas, y que es mayor el porcentaje de varianza explicado cuando se utilizan las calificaciones escolares. No se halló una interacción entre el CE y la TF en la predicción del conocimiento de matemáticas. Estos hallazgos indican un problema metodológico en la evaluación del conocimiento de matemáticas y sugieren que el CE puede ser utilizado para la predicción de los logros en esta asignatura.
Palabras clave
Compromiso escolar, Matemática, Tolerancia a la frustración, AprendizajeCitas
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Derechos de autor 2024 Florencia Stelzer, María Laura Andrés, Ana García Coni, Santiago Vernucci, Lorena Canet-Juric
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