<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2215-3470</journal-id>
<journal-title><![CDATA[Uniciencia]]></journal-title>
<abbrev-journal-title><![CDATA[Uniciencia]]></abbrev-journal-title>
<issn>2215-3470</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional, Costa Rica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2215-34702020000100074</article-id>
<article-id pub-id-type="doi">10.15359/ru.34-1.5</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Las actitudes hacia la matemática, el desarrollo social, el nivel educativo de la madre y la autoeficacia como factores asociados al rendimiento académico en la matemática]]></article-title>
<article-title xml:lang="en"><![CDATA[Impacts of attitudes, social development, mother&#8217;s educational level and self-efficacy on academic achievement in mathematics]]></article-title>
<article-title xml:lang="pt"><![CDATA[As atitudes relacionadas à matemática, o desenvolvimento social, a escolaridade materna e autoeficácia como fatores associados ao desempenho acadêmico na matemática]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Zamora-Araya]]></surname>
<given-names><![CDATA[José Andrey]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional Escuela de Matemática ]]></institution>
<addr-line><![CDATA[ Heredia]]></addr-line>
<country>Costa Rica</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2020</year>
</pub-date>
<volume>34</volume>
<numero>1</numero>
<fpage>74</fpage>
<lpage>87</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S2215-34702020000100074&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S2215-34702020000100074&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S2215-34702020000100074&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El documento trata sobre la problemática del bajo rendimiento académico en matemática (RAM) y, como objetivo principal, analiza de qué manera se relaciona este con las actitudes hacia la materia, la autoeficacia percibida, el desarrollo social y el nivel educativo. Participaron 197 estudiantes de 7.o, 8.o y 9.o grado de colegio con edades entre los 13 y 16 años. El estudio es de tipo correlacional y se utilizaron las técnicas de análisis factorial exploratorio y regresión múltiple, para determinar la asociación entre los constructos. Tales tácticas confirman la importancia de que los estudiantes tengan seguridad en sí mismos cuando realizan tareas matemáticas, lo que se refleja en los coeficientes significativos para las dimensiones de confianza (p = 0.001) y experiencia de maestría (p &lt; 0.001), pero no así el nivel educativo de la madre. También, se obtuvieron resultados inesperados con respecto al desarrollo social y algunas dimensiones de la escala de actitudes hacia la matemática; sin embargo, se reafirma lo fundamental de estos constructos y la autoeficacia en el RAM, por lo que se recomienda ampliar la investigación sobre dichas variables.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The document addresses the problem of low academic performance in Mathematics (LPM). Its principal objective is to analyze how academic performance relates to attitudes towards this subject, perceptions of self-efficacy, social development and the educational level of students&#8217; mothers. One hundred and ninety-seven (197) students in the 7th, 8th and 9th grades of middle and high school, between 13 and 16 years old, participated in the study. This correlational study used techniques of exploratory factor analysis and multiple regression to determine the association between the constructs. The results confirm the importance of students trusting in their abilities when performing mathematical tasks, which is reflected on the significant coefficients for the dimensions of confidence (p = 0.001) and master experience (p &lt;0.001), but the educational level of the mother did not have a significant effect on learning outcomes. Unexpected results were also found with respect to social development and some dimensions of the scale of attitudes towards mathematics, but the impacts of these constructs and self-efficacy on LPM were verified. Based on these findings, it is recommended to carry out further research on the effects of these factors.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O artigo aborda a dificuldade da aprendizagem em matemática (DAM) e analisa, como principal objetivo, de que maneira este rendimento está relacionado com as atitudes alusivas à matéria, a autoeficácia percebida, o desenvolvimento social e o nível acadêmico. Participaram 197 estudantes do 7º, 8º e 9º ano do colégio com idades entre 13 e 16 anos. O estudo é do tipo de correlação e foram utilizadas as técnicas de análise fatorial exploratória e de regressão múltipla para determinar a associação entre os construtos. Tais táticas confirmam a importância de os estudantes terem autoconfiança quando realizam tarefas matemáticas, o que se reflete nos coeficientes significativos para as dimensões de confiança (p = 0,001) e a experiência docente (p &lt;0,001), mas não o nível educacional da mãe. Além disso, foram obtidos resultados inesperados relacionados ao desenvolvimento social e algumas dimensões da escala de atitudes com relação à matemática; no entanto, reafirma-se o quão fundamental são estes construtos e a autoeficácia na DAM, sendo aconselhável, portanto, ampliar a pesquisa sobre essas variáveis.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[enseñanza secundaria]]></kwd>
<kwd lng="es"><![CDATA[rendimiento escolar]]></kwd>
<kwd lng="es"><![CDATA[análisis factorial]]></kwd>
<kwd lng="es"><![CDATA[autoconcepto]]></kwd>
<kwd lng="en"><![CDATA[secondary education]]></kwd>
<kwd lng="en"><![CDATA[academic performance]]></kwd>
<kwd lng="en"><![CDATA[factor analysis]]></kwd>
<kwd lng="en"><![CDATA[self-concept]]></kwd>
<kwd lng="pt"><![CDATA[ensino fundamental]]></kwd>
<kwd lng="pt"><![CDATA[rendimento escolar]]></kwd>
<kwd lng="pt"><![CDATA[análise fatorial]]></kwd>
<kwd lng="pt"><![CDATA[autoconceito]]></kwd>
</kwd-group>
</article-meta>
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