Abstract
The Inventory of Emotions Experienced by Adolescents when Solving Mathematical Tasks (INETAM, for its acronym in Spanish), measures four influential emotions related to Math performance: Enthusiasm, Frustration, Enjoyment, and Boredom. Content validity, construct validation and item calibration analyses were performed to obtain evidence of its validity, using a sample of 448 adolescents enrolled in ninth grade. Factor analysis showed adequate reliability coefficients and fit indices. Calibration analysis showed that the items are highly informative and discriminate between response levels. Regression analysis indicated that emotions are predictors of math achievement. INETAM is solid psychometrically, suitable for measuring academic emotions of adolescents, and can contribute to improve our understanding of their influence on academic achievement in mathematics.
Highlights
In Mexico, the results of national and international standardized educational assessments have been far from the expected
The Inventory of Emotions Experienced by Adolescents when Solving Mathematical Tasks (INETAM, for its acronym in Spanish), measures four influential emotions related to Math performance: Enthusiasm, Frustration, Enjoyment, and Boredom
The 2017 PLANEA results in mathematics showed that 64.5% of high school Mexican students performed at level 1, the lowest achievement level measured by the test, which corresponds to an insufficient attainment of the country’s national curriculum’s key learning goals (INEE, 2017)
Summary
In Mexico, the results of national and international standardized educational assessments have been far from the expected. In PISA 2015, Mexican students were on average 77 points below the OECD average in Science; 70 average points below in reading, and 85 average points below in math. 0.6% of students reached the highest performance categories (levels 5 and 6), while 33% were at the lowest (0 and 1) levels of achievement (OECD, 2016). A similar situation occured in PISA 2018: Mexican students obtained around 80 points less than the OECD average in math, reading and science (OECD, 2019). The 2017 PLANEA results in mathematics showed that 64.5% of high school Mexican students performed at level 1, the lowest achievement level measured by the test, which corresponds to an insufficient attainment of the country’s national curriculum’s key learning goals (INEE, 2017)
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