Factors involved in making post-performance judgments in mathematics problem-solving

  1. Trinidad García Fernández 1
  2. Evelyn Kroesbergen 2
  3. Celestino Rodríguez Pérez 1
  4. Paloma González Castro 1
  5. Julio González Pienda 1
  1. 1 Universidad de Oviedo
    info

    Universidad de Oviedo

    Oviedo, España

    ROR https://ror.org/006gksa02

  2. 2 Utrech University
Revista:
Psicothema

ISSN: 0214-9915

Año de publicación: 2015

Volumen: 27

Número: 4

Páginas: 374-380

Tipo: Artículo

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Otras publicaciones en: Psicothema

Resumen

Antecedentes: este estudio analiza la influencia del funcionamiento ejecutivo, componentes afectivo-motivacionales relacionados con las matemáticas, rendimiento académico y características de la tarea, en las habilidades de calibración de estudiantes de quinto y sexto curso tras la realización de dos problemas matemáticos. Método: participaron 188 estudiantes, divididos en dos grupos según la precisión de sus juicios de rendimiento tras la tarea (precisos = 79; imprecisos = 109). Se analizaron las diferencias entre los grupos en estas variables, y su capacidad discriminativa prediciendo la pertenencia al grupo. Los efectos de la edad, género y nivel educativo fueron analizados. Resultados: los resultados indicaron que los estudiantes precisos en sus juicios presentaron mejores niveles de funcionamiento ejecutivo, así como sentimientos, creencias y motivaciones más positivas hacia las matemáticas, y mejor rendimiento académico en la asignatura. También emplearon más tiempo realizando las tareas. El rendimiento académico, la utilidad percibida de las matemáticas, y el tiempo empleado en la primera tarea predijeron significativamente la pertenencia de los estudiantes al grupo, clasificando correctamente al 71.3%. Conclusiones: estos resultados apoyan la relación entre rendimiento académico y calibración, sugiriendo la necesidad de considerar un amplio rango de variables cuando estos juicios quieren ser explicados.

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