Math anxiety and academic performance among elementary school students.
DOI:
https://doi.org/10.63618/omd/revinvlid/v1/n4/23Keywords:
math anxiety, academic performance, basic education, math learning, socio-emotional factorsAbstract
Mathematics anxiety is an emotional factor associated with difficulties in participation, persistence, and performance among elementary school students, especially in contexts where gaps in mathematics learning persist. The study aimed to analyze the relationship between math anxiety and academic performance in this population. A mixed-methods, non-experimental, cross-sectional, descriptive literature review was conducted by reviewing and synthesizing scientific evidence and educational reports from Ecuador and Latin America. The results showed a predominance of moderate levels of math anxiety and an overall negative relationship of small to moderate magnitude with academic performance; furthermore, Ecuadorian performance exceeded the regional average, although a significant proportion of students remained at beginner and intermediate levels. Interpretation of the findings revealed that this relationship varied according to grade level, measurement instruments, and sample characteristics; therefore, no causal links were established. It was concluded that math anxiety represents a relevant dimension for understanding performance and that its early assessment can strengthen pedagogical and socio-emotional support in basic education.
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Copyright (c) 2024 Guerrero-Bermúdez, Ángel Enrique, Puyol-Cortez, Jorge Luis , Herrera-Sánchez, Maybelline Jaqueline, Casanova-Villalba, César Iván (Autor/a)
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