Abstract
According to the latest PISA report, the level of mathematical competence of Spanish students is far behind the rest of the OECD countries. One of the main reasons for this is the animosity that students feel towards this subject. Therefore, this study aims to analyze the processes of overcoming the vicissitudes of mathematical anxiety with respect to motivation, metacognitive strategies and academic performance. This study involved 1742 high school students with an average age of 14.87. To analyze the variables of the study, descriptive statistical analyses and a model of structural equations were carried out. The results revealed a negative correlation between resilience and anxiety. In turn, resilience was positively related to motivation and metacognitive strategies, while anxiety was negatively related to motivation and metacognitive strategies. Motivation was positively related to metacognitive strategies and academic performance; finally, metacognitive strategies were positively related to academic performance.
Highlights
According to the PISA report of 2018, Spanish students occupy the last positions within the OECD countries in the area of mathematics, with 481 points compared to the 489 average of OECD countries [1]
In virtue of the studies previously shown, it is hypothesized that: the correlation between academic resilience and mathematical anxiety will be negative; resilience will be positively related to academic motivation and metacognitive strategies; mathematical anxiety will be negatively related to academic motivation and metacognitive strategies; motivation will be positively related to metacognitive strategies and academic performance; and, metacognitive strategies will be positively related to academic performance
The correlation was negative between mathematical anxiety and the rest of (b) Academic resilience was positively related to SDI (β = 0.43, p < 0.001) and metacognitive the variables
Summary
According to the PISA report of 2018, Spanish students occupy the last positions within the OECD countries in the area of mathematics, with 481 points compared to the 489 average of OECD countries [1]. 37.8% of Spanish students do not reach level 2 in the use of algorithms, formulas, procedures or elementary conventions [1]. These educational results highlight the problems inherent in the teaching of mathematics in the Spanish educational system, which is incapable of motivating students, and pays more attention to achieving curricular objectives than to the students’. Own comprehensive development [2] This pressure on results and the deficient approach to teaching and learning in the area of mathematics causes students to perceive this area with a certain hostility, causing them anxiety and holding back the students’ interest in learning and achieving academic objectives [3].
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