Secondary Education Students’ Beliefs about Mathematics and Their Repercussions on Motivation
dc.contributor.author | Rojo Robas, Vanesa | |
dc.contributor.author | Madariaga Orbea, José María | |
dc.contributor.author | Villarroel Villamor, José Domingo | |
dc.date.accessioned | 2020-04-08T16:34:51Z | |
dc.date.available | 2020-04-08T16:34:51Z | |
dc.date.issued | 2020-03-06 | |
dc.identifier.citation | Mathematics 8(3) : (2020) // Article ID 368 | es_ES |
dc.identifier.issn | 2227-7390 | |
dc.identifier.uri | http://hdl.handle.net/10810/42654 | |
dc.description.abstract | This research analyses the role of the affective dimension in learning mathematics during secondary education. In particular, the evolution of motivation and beliefs according to the students’ academic level, as well as the relationship between these two factors. The sample consisted of 202 students from all four years of secondary education, whose motivation and beliefs about mathematics and learning mathematics were evaluated. Beliefs were grouped into three categories: related to the specific classroom context, to mathematics, and to oneself as a learner of this subject. The results obtained indicate lower motivation and less favourable beliefs in 3rd year. From the beliefs analysed, those regarding the classroom context, and more specifically the teachers, have obtained the largest effect size. | es_ES |
dc.description.sponsorship | This research was funded by the University of the Basque Country through the project EHU 15/19 and The APC was funded by the University of the Basque Country through the project PES17/39. | es_ES |
dc.language.iso | eng | es_ES |
dc.publisher | MDPI | es_ES |
dc.rights | info:eu-repo/semantics/openAccess | es_ES |
dc.rights.uri | http://creativecommons.org/licenses/by/3.0/es/ | |
dc.subject | secondary education | es_ES |
dc.subject | mathematics | es_ES |
dc.subject | motivation | es_ES |
dc.subject | beliefs | es_ES |
dc.title | Secondary Education Students’ Beliefs about Mathematics and Their Repercussions on Motivation | es_ES |
dc.type | info:eu-repo/semantics/article | es_ES |
dc.date.updated | 2020-03-27T14:54:13Z | |
dc.rights.holder | © 2020 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (http://creativecommons.org/licenses/by/4.0/). | es_ES |
dc.relation.publisherversion | https://www.mdpi.com/2227-7390/8/3/368 | es_ES |
dc.identifier.doi | 10.3390/math8030368 | |
dc.departamentoes | Didáctica y organización escolar | |
dc.departamentoes | Didáctica de la Matemática y de las Ciencias Experimentales | |
dc.departamentoes | Psicología evolutiva y de la educación | |
dc.departamentoeu | Bilakaeraren eta hezkuntzaren psikologia | |
dc.departamentoeu | Matematikaren eta zientzia esperimentalen didaktika | |
dc.departamentoeu | Didaktika eta eskola antolakuntza |
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Except where otherwise noted, this item's license is described as © 2020 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (http://creativecommons.org/licenses/by/4.0/).