Unfavorable predisposition towards mathematics learning: a measurement proposal

Abstract

This study presents the use and adaptation of a scale that assesses both students’ personal attitudes, emotions and beliefs regarding their mathematics competencies as well as students’ self-appraisal regarding their success or academic failure in Mathematics as a curriculum discipline. The sample is composed of n=1154 secondary Chilean students. The results show that the factor “emotional block” is a relevant explanatory dimension regarding success or failure in mathematical tasks; on the other hand, the dimensions self-confidence and resilience were not found to be explanatory factors for success or failure in mathematics. The results are discussed in relation to the literature on the role of attitude and predisposition towards learning for this curriculum discipline. Additionally, the educational need to pay attention to emotional factors in this area of the Chilean educational curriculum is also discussed in this article.