Math anxiety and its relationship to inhibitory abilities and perceived emotional intelligence

• Autores: María José Justicia Galiano, Santiago Pelegrina López, María Teresa Lechuga, Nicolás Gutiérrez Palma, María Eva Martín Puga, Cristina Lendínez
• Localización: Anales de psicología, ISSN-e 1695-2294, ISSN 0212-9728, Vol. 32, Nº. 1, 2016, págs. 125-131
• Idioma: inglés
• Enlaces
  • Texto completo
• Dialnet Métricas: 5 Citas
• Resumen
  • español

    La ansiedad a las matemáticas es un problema emocional que repercute negativamente en el rendimiento académico de los estudiantes en distintos niveles educativos. El presente estudio analiza la relación entre este tipo de ansiedad y ciertos procesos cognitivos y emocionales. En primer lugar se pretendía determinar la relación entre la ansiedad a las matemáticas y ciertas habilidades inhibitorias dirigidas a eliminar o evitar el acceso a la conciencia de pensamientos intrusivos. En segundo lugar, interesaba comprobar la posible relación de la ansiedad a las matemáticas con la propia percepción del estudiante de sus habilidades emocionales. A tal fin se administraron a 187 estudiantes de primer curso del Grado de Psicología diferentes medidas de ansiedad a las matemáticas, a la estadística, de habilidades inhibitorias y de inteligencia emocional percibida. Los resultados mostraron que los estudiantes con puntuaciones más altas en ansiedad a las matemáticas presentaban una mayor susceptibilidad a experimentar pensamientos intrusivos, una menor eficacia a la hora de suprimirlos así como puntuaciones inferiores en comprensión y regulación de sus emociones. Los procesos inhibitorios y emocionales estudiados pueden resultar útiles para entender la naturaleza de la ansiedad matemática.

  • English

    Math anxiety has been found to be an emotional problem that has a negative effect on students� academic performance across different levels of education. This type of anxiety could be related to certain cognitive and emotional processes. A first objective was to examine the relationship between math anxiety and certain inhibitory abilities responsible of eliminating intrusive thoughts or preventing them access to consciousness.

    A second aim was to determine the extent in which math anxiety and students� self-perceptions of their own emotional abilities are related. To this end, 187 first-year undergraduate psychology students were administered different measures to assess math anxiety, statistics anxiety, inhibitory abilities, and perceived emotional intelligence. The results showed that students with high math anxiety were more likely to experience intrusive thoughts, were less effective at suppressing these thoughts, and reported lower scores in understanding and regulating their emotions. These cognitive mechanisms and emotional abilities are of relevance to better understand the nature of this type of anxiety.

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