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Relação entre a ansiedade e desempenho a matemática em estudantes universitários portugueses : o papel mediador da fluência aritmética e da memória de trabalho
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Abstract(s)
A Ansiedade Matemática (AM) é uma problemática amplamente estudada devido ao seu impacto negativo significativo no desempenho académico de estudantes em diversos ciclos de estudo em todo o mundo. Em Portugal, onde osestudos sobre o tema ainda são escassos, este trabalho teve como objetivo investigar a relação entre a AM e o Desempenho Matemático (DM) em estudantes universitários, explorando o potencial papel mediador da Fluência Aritmética (FA) e da Memória de Trabalho (MT). Para tal, este estudo incluiu a adaptação da Abbreviated Mathematics Anxiety Rating Scale (A- MARS) para a população portuguesa. A investigação foi realizada com uma amostra de 106 estudantes universitários (19,8% do sexo masculino; 80,2% do sexo feminino), com idades compreendidas entre os 19 e os 30 anos. Os participantes foram avaliados com a versão adaptada da A-MARS, o Inventário de Ansiedade Estado-Traço (IAET), a
Tarefa de Fluência Aritmética, o Subteste Aritmética e o Subteste Memória de Dígitos da WAIS-III. Os resultados indicaram uma correlação negativa significativa fraca entre a AM e o DM, sugerindo que níveis mais elevados de AM estão associados a um DM inferior. Embora a MT não se tenha mostrado uma
variável mediadora dessa relação, a FA exerceu um papel mediador significativo, atenuando os efeitos da AM sobre o DM. Isso sugere que a AM impacta o DM principalmente através da sua influência na FA. Estes resultados ressaltam a importância de implementar intervenções focadas na redução da AM,
evidenciando como as experiências negativas podem prejudicar a aquisição de competências matemáticas fundamentais e, consequentemente, afetar o desempenho dos estudantes ao longo do seu percurso escolar.
Mathematics Anxiety (MA) is a widely studied issue due to its significant negative impact on students' academic performance across various educational levels worldwide. In Portugal, where research on this topic remains scarce, this study aimed to investigate the relationship between MA and Mathematical Performance (MP) in university students, exploring the potential mediating role of Arithmetic Fluency (AF) and Working Memory (WM). To achieve this, the study included the adaptation of the Abbreviated Mathematics Anxiety Rating Scale (A-MARS) for the Portuguese population. The research was conducted with a sample of 106 university students (19.8% male; 80.2% female), aged between 19 and 30 years. Participants were assessed using the adapted version of the AMARS, the State-Trait Anxiety Inventory (STAI), the Arithmetic Fluency Task, the Arithmetic Subtest, and the Digit Span Subtest of the WAIS-III. The results indicated a weak but significant negative correlation between MA and MP, suggesting that higher levels of MA are associated with lower MP. Although WM did not emerge as a mediating variable in this relationship, AF played a significant mediating role, mitigating the effects of MA on MP. This suggests that MA impacts MP primarily through its influence on AF. These findings highlight the importance of implementing interventions aimed at reducing MA, demonstrating how negative experiences can hinder the development of fundamental mathematical skills and, consequently, affect students' performance throughout their academic journey.
Mathematics Anxiety (MA) is a widely studied issue due to its significant negative impact on students' academic performance across various educational levels worldwide. In Portugal, where research on this topic remains scarce, this study aimed to investigate the relationship between MA and Mathematical Performance (MP) in university students, exploring the potential mediating role of Arithmetic Fluency (AF) and Working Memory (WM). To achieve this, the study included the adaptation of the Abbreviated Mathematics Anxiety Rating Scale (A-MARS) for the Portuguese population. The research was conducted with a sample of 106 university students (19.8% male; 80.2% female), aged between 19 and 30 years. Participants were assessed using the adapted version of the AMARS, the State-Trait Anxiety Inventory (STAI), the Arithmetic Fluency Task, the Arithmetic Subtest, and the Digit Span Subtest of the WAIS-III. The results indicated a weak but significant negative correlation between MA and MP, suggesting that higher levels of MA are associated with lower MP. Although WM did not emerge as a mediating variable in this relationship, AF played a significant mediating role, mitigating the effects of MA on MP. This suggests that MA impacts MP primarily through its influence on AF. These findings highlight the importance of implementing interventions aimed at reducing MA, demonstrating how negative experiences can hinder the development of fundamental mathematical skills and, consequently, affect students' performance throughout their academic journey.
Description
Dissertação para obtenção do grau de Mestre no Instituto Universitário Egas Moniz
Keywords
Ansiedade matemática Memória de trabalho Desempenho a matemática Fluência aritmética Propriedades psicométricas