PDF
FLIP
How to Cite
Ruiz-Ortega, F. J., Gómez-Grisales, G., & Tapasco-Alzate, O. A. (2026). Beliefs about math teachers, anxiety, and academic satisfaction. Latinoamericana De Estudios Educativos, 21(2), 63–87. https://doi.org/10.17151/rlee.2025.21.2.4
More Citation Formats
Authors
Abstract
The objective was to evaluate a model that predicts students' math anxiety and academic satisfaction based on their beliefs about their math teacher and the math context. Surveys investigating the above constructs were collected from 428 first-semester students from different majors with a high component of math content in their curricula. The data were analyzed using partial least squares structural equation models (PLS-SEM). The results increase knowledge about the impact of students' beliefs by showing positive relationships between beliefs about the teacher and academic satisfaction, mediated, in part, by math anxiety.
References
Affuso, G., Zannone, A., Esposito, C., Pannone, M., Miranda, M., De Angelis, G, et al. (2023). The effects of teacher support, parental monitoring, motivation, and self-efficacy on academic performance over time. European Journal of Psychology of Education. 2023, 38(1),1–23. https://doi.org/10.1007/s10212-021-00594-6
Alkan, V. (2018). A systematic review research: ‘Mathematics anxiety’ in Turkey. International Journal of Assessment Tools in Education, 5(3), 567–592. https://doi.org/10.21449/ijate.445919
Capote Castillo, M., Acosta, R., & Capote Areces, M. (2022). Relaciones entre las actitudes hacia la matemática y el rendimiento académico de los estudiantes. Mendive. Revista de Educación, 20(3), 1022-1035. Retrieved from https://mendive.upr.edu.cu/index.php/MendiveUPR/article/view/2520
Caviola S, Carey E, Mammarella IC & Szucs D. (2017). Stress, time pressure, strategy selection, and math anxiety in mathematics: a review of the literature. Front. Psychol. 8, 1–13. https://doi.org/10.3389/fpsyg.2017.01488
Cohen, L.D., Korem, N. & Rubinsten, O. (2021). Math Anxiety Is Related to Math Difficulties and Composed of Emotion Regulation and Anxiety Predisposition: A Network Analysis Study. Brain Sci., 11, 1609. https://doi.org/10.3390/brainsci11121609
Damasio, A. (1994). Descartes’ error: Emotion, reason, and the human brain. New York, NY: G.P. Putnam’s Sons.
Diamantopoulos, A., & Siguaw, J. (2006). Formative Versus Reflective Indicators in Organizational Measure Development: A Comparison and Empirical Illustration, British Journal of Management, 17, 263–282. https://doi.org/10.1111/j.1467-8551.2006.00500.x
Di Martino, P., & Gregorio, F. (2019). The mathematical crisis in secondary–tertiary transition. International Journal of Science and Mathematics Education, 17(4), 825-843. https://doi.org/10.1007/s10763-018-9894-y
Dreger, R. M., & Aiken, L. R. (1957). The identification of number anxiety in a college population. Journal of Educational Psychology, 48(6), 344-351. https://doi.org/10.1037/h0045894
Fangfang, Z., Youhuan, W., & Li, P. (2023). Work volition and academic satisfaction in Chinese female college students: The moderating role of incremental theory of work volition. International Journal for Educational and Vocational Guidance, 23(3), 599-614. https://doi.org/10.1007/s10775-022-09542-2
Flores, L. Y., Navarro, R. L., Lee, B. H., Hu, X., Díaz, D., & Martínez, L. (2021). Social cognitive predictors of Latinx and White engineering students' academic satisfaction and persistence intentions: Exploring interactions among social identities and institutional context. Journal of Vocational Behavior, 127, 103580. https://doi.org/10.1016/j.jvb.2021.103580
Fornell, C., & Larcker, D. F. (1981). Structural equation models with unobservable variables and measurement error: Algebra and statistics. Journal of Marketing Research, 18(3), 382–388. https://doi.org/10.1177/002224378101800313
Froment, F., & Gutiérrez, M. D. B. (2022). The prediction of teacher credibility on student motivation: Academic engagement and satisfaction as mediating variables. Revista de Psicodidáctica (English Ed.), 27(2), 149-157. https://doi.org/10.1016/j.psicod.2022.04.003
Gough, M. F. (1954). Why failures in mathematics? Mathemaphobia: Causes and treatments. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 28(5), 290–294. https://doi.org/10.1080/00098655.1954.11476830
Hair, J. F., Hult, G. T. M., Ringle, C. M. & Sarstedt, M. (2017). A primer on partial least squares structural equation modeling (PLS-SEM) (2nd ed.). Thousand Oaks, CA: Sage.
Hair, J.F., Risher, J.J., Sarstedt, M & Ringle, C. M. (2019). When to use and how to report the results of PLS-SEM. European Business Review, 31(1), 2-24. https://doi.org/10.1108/EBR-11-2018-0203
Henschel, S., & Roick, T. (2017). Relationships of mathematics performance, control, and value beliefs with cognitive and affective math anxiety. Learning and Individual Differences, 55, 97-107. https://doi.org/10.1016/j.lindif.2017.03.009
Henseler, J., Ringle, C. M., & Sarstedt, M. (2015). A new criterion for assessing discriminant validity in variance-based structural equation modeling. Journal of the academy of marketing science, 43, 115-135. https://doi.org/10.1007/s11747-014-0403-8
Henseler, J., Ringle, C. y Sarstedt, M. (2016). Testing measurement invariance of composites using partial least squares. International Marketing Review 33(3), 405-431. http://dx.doi.org/10.1108/IMR-09-2014-0304
Ilyas, A., Fatima, I., & Yousaf, K. (2023). Parental Expectations, Academic Stress, and Academic Satisfaction in Premedical Students. Al-Mahdi Research Journal (MRJ), 5(2), 325-345. Retrieved from https://ojs.mrj.com.pk/index.php/MRJ/article/view/168
Iqbal, M. Z., Khan, T., & Ikramullah, M. (2023). Toward academic satisfaction and performance: the role of students’ achievement emotions. European Journal of Psychology of Education, 1-29. https://doi.org/10.1007/s10212-023-00751-z
Ji, R., Yue, X., & Zheng, X. (2021). Using PLS-SEM to Examine the Structure of First-Year University Students' Mathematics-Related Beliefs. Higher Education Studies, 11(4), 7-18. https://doi.org/10.5539/hes.v11n4p7
Kesici, A. (2023). The Effect of Attitude Towards School on the Students' Happiness: The Moderating Role of Math Anxiety. Mathematics Teaching Research Journal, 15(5), 209-225. Retrieved from https://www.researchgate.net/publication/376618986_The_Effect_of_Attitude_Towards_School_on_the_Students'_Happiness_The_Moderating_Role_of_Math_Anxiety
Khine, M. S., Fraser, B. J., Afari, E., Oo, Z., & Kyaw, T. T. (2018). Students’ perceptions of the learning environment in tertiary science classrooms in Myanmar. Learning Environments Research, 21, 135-152. https://doi.org/10.1007/s10984-017-9250-0
Kim, M., & Tanis, C. J. (2022). South Korean student-athlete academic satisfaction and future employment: An exploratory study. Journal for the Study of Sports and Athletes in Education, 1-22. https://doi.org/10.1080/19357397.2022.2060702
Juárez-Moreno, C. A., Juárez-López, J. A., & Hernández-Rebollar, L. A. (2025). The image of the mathematics teachers in high school students. Multidisciplinary Journal of Educational Research, 14(1), 56–75. https://doi.org/10.17583/redimat.15988
Li, Q., Huang, K., Hu, Y., Ying, S., Chen, N., & Palaroan, R. (2025). Perspective Chapter: Teacher and Classroom Influences on Mathematics Anxiety – A Systematic Literature Review of Instruction, Teacher Support, and Classroom Structure. En M. Tezer (Ed.), Mathematics - Teaching and Learning. IntechOpen. https://doi.org/10.5772/intechopen.1010940
Li, K., Wijaya, T. T., Chen, X., & Harahap, M. S. (2024). Exploring the factors affecting elementary mathematics teachers’ innovative behavior: an integration of social cognitive theory. Scientific Reports, 14(1), 2108. https://doi.org/10.1038/s41598-024-52604-4
Luneta, K., & Sunzuma, G. (2022). Instructional interventions to address mathematics anxiety in sub-Saharan Africa: a systematic review (1980–2020). Afr. Educ. Rev. 19, 103–119. https://doi.org/10.1080/18146627.2023.2201660
Markauskaite, L., & Goodyear, P. (2017). Epistemic fluency and professional education: Innovation, Knowledgeable Action and Actionable Knowledge. Springer. https://doi.org/10.1007/978-94-007-4369-4
Martínez-Artero, R. N., & Checa, A. N. (2014). ¿Tienen ansiedad hacia las matemáticas los futuros matemáticos? Profesorado. Revista de Currículum y Formación de Profesorado, 18(2), 153-170. https://doi.org/10.30827/pna.v16i3.20948
McLeod, D. B., & Adams, V. M. (Eds.). (1989). Affect and mathematical problem solving: A new perspective. Springer-Verlag Publishing. https://doi.org/10.1007/978-1-4612-3614-6
Meneghel, I., Martínez, I. M., Salanova, M., & De Witte, H. (2019). Promoting academic satisfaction and performance: Building academic resilience through coping strategies. Psychology in the Schools, 56(6), 875–890. https://doi.org/10.1002/pits.22253
Muis, K. R., Psaradellis, C., Chevrier, M., Di Leo, I., & Lajoie, S. P. (2015). Learning by preparing to teach: Fostering self-regulatory processes and achievement during complex mathematics problem solving. Journal of Educational Psychology, 107, 1-19. http://dx.doi.org/10.1037/edu0000071
Orbach, L., & Fritz, A. (2022). A latent profile analysis of math anxiety and core beliefs toward mathematics among children. Ann. N. Y. Acad. Sci. 1509, 130–144. https://doi.org/10.1111/nyas.14720
Pedersen, I. F., & Haavold, P. Ø. (2023). Students’ mathematical beliefs and motivation in the context of inquiry-based mathematics teaching. International Journal of Mathematical Education in Science and Technology, 1-15. https://doi.org/10.1080/0020739X.2023.2189171
Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educ Psychol Rev 18, 315–341. https://doi.org/10.1007/s10648-006-9029-9
Polya, G. (1945). How to solve it: A new aspect of mathematical method. Princeton, NJ: Princeton University Press.
Quiñónez-Méndez, J., Bazurto-Chamorro, A., Reasco-Angulo, S., Realpe-Cancio, L., Angulo-Guerrero, R., & Romero-Saavedra, I. (2025). Ansiedad, actitud y motivación hacia las matemáticas en el aprendizaje de Cálculo Diferencial e Integral de estudiantes universitarios. Revista Lexenlace, 2(2), 111-122. https://doi.org/10.63644/1vh61244
Rach, S., & Heinze, A. (2017). The transition from school to university in mathematics: Which influence do school-related variables have? International Journal of Science and Mathematics Education, 15(7), 1343-1363. https://doi.org/10.1007/s10763-016-9744-8
Richardson, F.C. y Suinn, R.M. (1972). The Mathematics Anxiety Rating Scale. Journal of Counseling Psychology, 19, 551–554.
Rincón-Álvarez, G. A., Hernández-Suárez, C. A., Núñez, R. P., Solano-Pinto, N., & Fernández-Cézar, R. (2022). Cuestionario de creencias sobre las matemáticas: propiedades psicométricas. Educación y Ciudad, (43), 215-236. https://doi.org/10.36737/01230425.n43.2022.2687
Ringle, C., Sarstedt, M., Mitchell, R. & Gudergan, S. (2020). Partial least squares structural equation modeling in HRM research, The International Journal of Human Resource Management, 31(12), 1617-1643. https://doi.org/10.1080/09585192.2017.1416655
Ringle, C. M., Wende, S., & Becker, J.-M. (2022). "SmartPLS 4." Boenningstedt: SmartPLS GmbH, http://www.smartpls.com
Rubach, C., & Bonanati, S. (2023). The impact of parents' home‐and school‐based involvement on adolescents' intrinsic motivation and anxiety in math. Psychology in the Schools, 60(6), 1615-1635. https://doi.org/10.1002/pits.22577
Rubinsten, O., Marciano, H., Eidlin Levy, H., & Daches Cohen, L. (2018). A framework for studying the heterogeneity of risk factors in math anxiety. Frontiers in behavioral neuroscience, 12, 291. https://doi.org/10.3389/fnbeh.2018.00291
Sadoughi, M., & Yahya, S. (2021). Teacher support and academic engagement among EFL learners: The role of positive academic emotions. Studies in Educational Evaluation, 70, 1-8. https://doi.org/10.1016/j.stueduc.2021.101060
Sarstedt, M., Hair, J. F., Ringle, C. M., Thiele, K. O., & Gudergan, S. P. (2016). Estimation issues with PLS and CBSEM: Where the bias lies! Journal of business research, 69(10), 3998-4010. http://dx.doi.org/10.1016/j.jbusres.2016.06.007
Smith, J., & Fotou, N. (2023). How teachers’ mathematics anxiety affects their students’ mathematics anxiety and mathematics confidence. Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13). Alfréd Rényi Institute of Mathematics; Eötvös Loránd University of Budapest.
Teheran-Barranco, V., Sánchez-Ruiz, J. G., & Díaz-Furlong, A. (2024). Ansiedad matemática y engagement académico en estudiantes de educación media superior en México. Educatio Siglo XXI, 42(2), 97-120. https://doi.org/10.6018/educatio.591541
Tomás, J-M. & Gutiérrez, M. (2019). Aportaciones de la teoría de la autodeterminación a la predicción de la satisfacción académica en estudiantes universitarios. Revista de Investigación Educativa, 37(2), 471-485. http://dx.doi.org/10.6018/rie.37.2.328191
Vergara-Morales, J., Del Valle, M., Díaz, A., & Pérez, M. V. (2018). Adaptación de la escala de satisfacción académica en estudiantes universitarios chilenos. Psicología Educativa, 24, 99-106. https://doi.org/10.5093/psed2018a1
Wang, C., Xu, Q., & Fei, W. (2024). The effect of student-perceived teacher support on math anxiety: Chain mediation of teacher–student relationship and math self-efficacy. Frontiers in Psychology, 15, 1333012. https://doi.org/10.3389/fpsyg.2024.1333012
Wang, L. (2020). Mediation Relationships Among Gender, Spatial Ability, Math Anxiety, and Math Achievement. Educational Psychology Review, 32(1), 1‐15. https://doi.org/10.1007/s10648-019-09487-z
Zhang, J., Zhao, N., & Kong, Q. P. (2019). The relationship between math anxiety and math performance: A meta-analytic investigation. Frontiers in psychology, 10, 1613. https://doi.org/10.3389/fpsyg.2019.01613
Zhou, Y., Jing, B., Ma, H., & Liu, H. (2025). Perceived Teacher Support Profiles and Students’ Mathematics Engagement, Anxiety, and Attitude: A Latent Profile Analysis. Behavioral Sciences, 15(11), 1578. https://doi.org/10.3390/bs15111578
Zhu, L., & Anagondahalli, D. (2018). Predicting student satisfaction: The role of academic entitlement and nonverbal immediacy. Communication Reports, 31(1), 41–52. https://doi.org/10.1080/08934215.2017.1364777
Alkan, V. (2018). A systematic review research: ‘Mathematics anxiety’ in Turkey. International Journal of Assessment Tools in Education, 5(3), 567–592. https://doi.org/10.21449/ijate.445919
Capote Castillo, M., Acosta, R., & Capote Areces, M. (2022). Relaciones entre las actitudes hacia la matemática y el rendimiento académico de los estudiantes. Mendive. Revista de Educación, 20(3), 1022-1035. Retrieved from https://mendive.upr.edu.cu/index.php/MendiveUPR/article/view/2520
Caviola S, Carey E, Mammarella IC & Szucs D. (2017). Stress, time pressure, strategy selection, and math anxiety in mathematics: a review of the literature. Front. Psychol. 8, 1–13. https://doi.org/10.3389/fpsyg.2017.01488
Cohen, L.D., Korem, N. & Rubinsten, O. (2021). Math Anxiety Is Related to Math Difficulties and Composed of Emotion Regulation and Anxiety Predisposition: A Network Analysis Study. Brain Sci., 11, 1609. https://doi.org/10.3390/brainsci11121609
Damasio, A. (1994). Descartes’ error: Emotion, reason, and the human brain. New York, NY: G.P. Putnam’s Sons.
Diamantopoulos, A., & Siguaw, J. (2006). Formative Versus Reflective Indicators in Organizational Measure Development: A Comparison and Empirical Illustration, British Journal of Management, 17, 263–282. https://doi.org/10.1111/j.1467-8551.2006.00500.x
Di Martino, P., & Gregorio, F. (2019). The mathematical crisis in secondary–tertiary transition. International Journal of Science and Mathematics Education, 17(4), 825-843. https://doi.org/10.1007/s10763-018-9894-y
Dreger, R. M., & Aiken, L. R. (1957). The identification of number anxiety in a college population. Journal of Educational Psychology, 48(6), 344-351. https://doi.org/10.1037/h0045894
Fangfang, Z., Youhuan, W., & Li, P. (2023). Work volition and academic satisfaction in Chinese female college students: The moderating role of incremental theory of work volition. International Journal for Educational and Vocational Guidance, 23(3), 599-614. https://doi.org/10.1007/s10775-022-09542-2
Flores, L. Y., Navarro, R. L., Lee, B. H., Hu, X., Díaz, D., & Martínez, L. (2021). Social cognitive predictors of Latinx and White engineering students' academic satisfaction and persistence intentions: Exploring interactions among social identities and institutional context. Journal of Vocational Behavior, 127, 103580. https://doi.org/10.1016/j.jvb.2021.103580
Fornell, C., & Larcker, D. F. (1981). Structural equation models with unobservable variables and measurement error: Algebra and statistics. Journal of Marketing Research, 18(3), 382–388. https://doi.org/10.1177/002224378101800313
Froment, F., & Gutiérrez, M. D. B. (2022). The prediction of teacher credibility on student motivation: Academic engagement and satisfaction as mediating variables. Revista de Psicodidáctica (English Ed.), 27(2), 149-157. https://doi.org/10.1016/j.psicod.2022.04.003
Gough, M. F. (1954). Why failures in mathematics? Mathemaphobia: Causes and treatments. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 28(5), 290–294. https://doi.org/10.1080/00098655.1954.11476830
Hair, J. F., Hult, G. T. M., Ringle, C. M. & Sarstedt, M. (2017). A primer on partial least squares structural equation modeling (PLS-SEM) (2nd ed.). Thousand Oaks, CA: Sage.
Hair, J.F., Risher, J.J., Sarstedt, M & Ringle, C. M. (2019). When to use and how to report the results of PLS-SEM. European Business Review, 31(1), 2-24. https://doi.org/10.1108/EBR-11-2018-0203
Henschel, S., & Roick, T. (2017). Relationships of mathematics performance, control, and value beliefs with cognitive and affective math anxiety. Learning and Individual Differences, 55, 97-107. https://doi.org/10.1016/j.lindif.2017.03.009
Henseler, J., Ringle, C. M., & Sarstedt, M. (2015). A new criterion for assessing discriminant validity in variance-based structural equation modeling. Journal of the academy of marketing science, 43, 115-135. https://doi.org/10.1007/s11747-014-0403-8
Henseler, J., Ringle, C. y Sarstedt, M. (2016). Testing measurement invariance of composites using partial least squares. International Marketing Review 33(3), 405-431. http://dx.doi.org/10.1108/IMR-09-2014-0304
Ilyas, A., Fatima, I., & Yousaf, K. (2023). Parental Expectations, Academic Stress, and Academic Satisfaction in Premedical Students. Al-Mahdi Research Journal (MRJ), 5(2), 325-345. Retrieved from https://ojs.mrj.com.pk/index.php/MRJ/article/view/168
Iqbal, M. Z., Khan, T., & Ikramullah, M. (2023). Toward academic satisfaction and performance: the role of students’ achievement emotions. European Journal of Psychology of Education, 1-29. https://doi.org/10.1007/s10212-023-00751-z
Ji, R., Yue, X., & Zheng, X. (2021). Using PLS-SEM to Examine the Structure of First-Year University Students' Mathematics-Related Beliefs. Higher Education Studies, 11(4), 7-18. https://doi.org/10.5539/hes.v11n4p7
Kesici, A. (2023). The Effect of Attitude Towards School on the Students' Happiness: The Moderating Role of Math Anxiety. Mathematics Teaching Research Journal, 15(5), 209-225. Retrieved from https://www.researchgate.net/publication/376618986_The_Effect_of_Attitude_Towards_School_on_the_Students'_Happiness_The_Moderating_Role_of_Math_Anxiety
Khine, M. S., Fraser, B. J., Afari, E., Oo, Z., & Kyaw, T. T. (2018). Students’ perceptions of the learning environment in tertiary science classrooms in Myanmar. Learning Environments Research, 21, 135-152. https://doi.org/10.1007/s10984-017-9250-0
Kim, M., & Tanis, C. J. (2022). South Korean student-athlete academic satisfaction and future employment: An exploratory study. Journal for the Study of Sports and Athletes in Education, 1-22. https://doi.org/10.1080/19357397.2022.2060702
Juárez-Moreno, C. A., Juárez-López, J. A., & Hernández-Rebollar, L. A. (2025). The image of the mathematics teachers in high school students. Multidisciplinary Journal of Educational Research, 14(1), 56–75. https://doi.org/10.17583/redimat.15988
Li, Q., Huang, K., Hu, Y., Ying, S., Chen, N., & Palaroan, R. (2025). Perspective Chapter: Teacher and Classroom Influences on Mathematics Anxiety – A Systematic Literature Review of Instruction, Teacher Support, and Classroom Structure. En M. Tezer (Ed.), Mathematics - Teaching and Learning. IntechOpen. https://doi.org/10.5772/intechopen.1010940
Li, K., Wijaya, T. T., Chen, X., & Harahap, M. S. (2024). Exploring the factors affecting elementary mathematics teachers’ innovative behavior: an integration of social cognitive theory. Scientific Reports, 14(1), 2108. https://doi.org/10.1038/s41598-024-52604-4
Luneta, K., & Sunzuma, G. (2022). Instructional interventions to address mathematics anxiety in sub-Saharan Africa: a systematic review (1980–2020). Afr. Educ. Rev. 19, 103–119. https://doi.org/10.1080/18146627.2023.2201660
Markauskaite, L., & Goodyear, P. (2017). Epistemic fluency and professional education: Innovation, Knowledgeable Action and Actionable Knowledge. Springer. https://doi.org/10.1007/978-94-007-4369-4
Martínez-Artero, R. N., & Checa, A. N. (2014). ¿Tienen ansiedad hacia las matemáticas los futuros matemáticos? Profesorado. Revista de Currículum y Formación de Profesorado, 18(2), 153-170. https://doi.org/10.30827/pna.v16i3.20948
McLeod, D. B., & Adams, V. M. (Eds.). (1989). Affect and mathematical problem solving: A new perspective. Springer-Verlag Publishing. https://doi.org/10.1007/978-1-4612-3614-6
Meneghel, I., Martínez, I. M., Salanova, M., & De Witte, H. (2019). Promoting academic satisfaction and performance: Building academic resilience through coping strategies. Psychology in the Schools, 56(6), 875–890. https://doi.org/10.1002/pits.22253
Muis, K. R., Psaradellis, C., Chevrier, M., Di Leo, I., & Lajoie, S. P. (2015). Learning by preparing to teach: Fostering self-regulatory processes and achievement during complex mathematics problem solving. Journal of Educational Psychology, 107, 1-19. http://dx.doi.org/10.1037/edu0000071
Orbach, L., & Fritz, A. (2022). A latent profile analysis of math anxiety and core beliefs toward mathematics among children. Ann. N. Y. Acad. Sci. 1509, 130–144. https://doi.org/10.1111/nyas.14720
Pedersen, I. F., & Haavold, P. Ø. (2023). Students’ mathematical beliefs and motivation in the context of inquiry-based mathematics teaching. International Journal of Mathematical Education in Science and Technology, 1-15. https://doi.org/10.1080/0020739X.2023.2189171
Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educ Psychol Rev 18, 315–341. https://doi.org/10.1007/s10648-006-9029-9
Polya, G. (1945). How to solve it: A new aspect of mathematical method. Princeton, NJ: Princeton University Press.
Quiñónez-Méndez, J., Bazurto-Chamorro, A., Reasco-Angulo, S., Realpe-Cancio, L., Angulo-Guerrero, R., & Romero-Saavedra, I. (2025). Ansiedad, actitud y motivación hacia las matemáticas en el aprendizaje de Cálculo Diferencial e Integral de estudiantes universitarios. Revista Lexenlace, 2(2), 111-122. https://doi.org/10.63644/1vh61244
Rach, S., & Heinze, A. (2017). The transition from school to university in mathematics: Which influence do school-related variables have? International Journal of Science and Mathematics Education, 15(7), 1343-1363. https://doi.org/10.1007/s10763-016-9744-8
Richardson, F.C. y Suinn, R.M. (1972). The Mathematics Anxiety Rating Scale. Journal of Counseling Psychology, 19, 551–554.
Rincón-Álvarez, G. A., Hernández-Suárez, C. A., Núñez, R. P., Solano-Pinto, N., & Fernández-Cézar, R. (2022). Cuestionario de creencias sobre las matemáticas: propiedades psicométricas. Educación y Ciudad, (43), 215-236. https://doi.org/10.36737/01230425.n43.2022.2687
Ringle, C., Sarstedt, M., Mitchell, R. & Gudergan, S. (2020). Partial least squares structural equation modeling in HRM research, The International Journal of Human Resource Management, 31(12), 1617-1643. https://doi.org/10.1080/09585192.2017.1416655
Ringle, C. M., Wende, S., & Becker, J.-M. (2022). "SmartPLS 4." Boenningstedt: SmartPLS GmbH, http://www.smartpls.com
Rubach, C., & Bonanati, S. (2023). The impact of parents' home‐and school‐based involvement on adolescents' intrinsic motivation and anxiety in math. Psychology in the Schools, 60(6), 1615-1635. https://doi.org/10.1002/pits.22577
Rubinsten, O., Marciano, H., Eidlin Levy, H., & Daches Cohen, L. (2018). A framework for studying the heterogeneity of risk factors in math anxiety. Frontiers in behavioral neuroscience, 12, 291. https://doi.org/10.3389/fnbeh.2018.00291
Sadoughi, M., & Yahya, S. (2021). Teacher support and academic engagement among EFL learners: The role of positive academic emotions. Studies in Educational Evaluation, 70, 1-8. https://doi.org/10.1016/j.stueduc.2021.101060
Sarstedt, M., Hair, J. F., Ringle, C. M., Thiele, K. O., & Gudergan, S. P. (2016). Estimation issues with PLS and CBSEM: Where the bias lies! Journal of business research, 69(10), 3998-4010. http://dx.doi.org/10.1016/j.jbusres.2016.06.007
Smith, J., & Fotou, N. (2023). How teachers’ mathematics anxiety affects their students’ mathematics anxiety and mathematics confidence. Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13). Alfréd Rényi Institute of Mathematics; Eötvös Loránd University of Budapest.
Teheran-Barranco, V., Sánchez-Ruiz, J. G., & Díaz-Furlong, A. (2024). Ansiedad matemática y engagement académico en estudiantes de educación media superior en México. Educatio Siglo XXI, 42(2), 97-120. https://doi.org/10.6018/educatio.591541
Tomás, J-M. & Gutiérrez, M. (2019). Aportaciones de la teoría de la autodeterminación a la predicción de la satisfacción académica en estudiantes universitarios. Revista de Investigación Educativa, 37(2), 471-485. http://dx.doi.org/10.6018/rie.37.2.328191
Vergara-Morales, J., Del Valle, M., Díaz, A., & Pérez, M. V. (2018). Adaptación de la escala de satisfacción académica en estudiantes universitarios chilenos. Psicología Educativa, 24, 99-106. https://doi.org/10.5093/psed2018a1
Wang, C., Xu, Q., & Fei, W. (2024). The effect of student-perceived teacher support on math anxiety: Chain mediation of teacher–student relationship and math self-efficacy. Frontiers in Psychology, 15, 1333012. https://doi.org/10.3389/fpsyg.2024.1333012
Wang, L. (2020). Mediation Relationships Among Gender, Spatial Ability, Math Anxiety, and Math Achievement. Educational Psychology Review, 32(1), 1‐15. https://doi.org/10.1007/s10648-019-09487-z
Zhang, J., Zhao, N., & Kong, Q. P. (2019). The relationship between math anxiety and math performance: A meta-analytic investigation. Frontiers in psychology, 10, 1613. https://doi.org/10.3389/fpsyg.2019.01613
Zhou, Y., Jing, B., Ma, H., & Liu, H. (2025). Perceived Teacher Support Profiles and Students’ Mathematics Engagement, Anxiety, and Attitude: A Latent Profile Analysis. Behavioral Sciences, 15(11), 1578. https://doi.org/10.3390/bs15111578
Zhu, L., & Anagondahalli, D. (2018). Predicting student satisfaction: The role of academic entitlement and nonverbal immediacy. Communication Reports, 31(1), 41–52. https://doi.org/10.1080/08934215.2017.1364777
Downloads
Download data is not yet available.
