<?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>S2215-34702023000100347</article-id>
<article-id pub-id-type="doi">10.15359/ru.37-1.19</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Efectos del sexismo hacia las mujeres sobre la autoeficacia y desempeño en matemática de los hombres: Modelos de ecuaciones estructurales desde la teoría del sexismo ambivalente]]></article-title>
<article-title xml:lang="en"><![CDATA[Effects of sexism against women on men's self-efficacy and performance in Mathematics: structural equation models from the theory of ambivalent sexism]]></article-title>
<article-title xml:lang="pt"><![CDATA[Efeitos do sexismo em relação às mulheres sobre a autoeficácia e o desempenho matemático dos homens: Modelos de equações estruturais a partir da teoria do sexismo ambivalente]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[García-Goñi]]></surname>
<given-names><![CDATA[Steven]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Loría-García]]></surname>
<given-names><![CDATA[Antonio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Quesada-Leitón]]></surname>
<given-names><![CDATA[Hazel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Costa Rica Escuela de Ingeniería Industrial ]]></institution>
<addr-line><![CDATA[San José ]]></addr-line>
<country>Costa Rica</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Costa Rica Escuela de Estadística ]]></institution>
<addr-line><![CDATA[San José ]]></addr-line>
<country>Costa Rica</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Costa Rica Escuela de Estadística ]]></institution>
<addr-line><![CDATA[San José ]]></addr-line>
<country>Costa Rica</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<volume>37</volume>
<numero>1</numero>
<fpage>347</fpage>
<lpage>367</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S2215-34702023000100347&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S2215-34702023000100347&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S2215-34702023000100347&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  (Objetivo)  Se buscó explicar el desempeño de hombres estudiantes de secundaria y universitarios de carreras no STEM, así como de carreras STEM en pruebas de contexto matemático utilizando un modelo SEM basado en la teoría del sexismo ambivalente hacia las mujeres.  (Metodología)  Se obtuvo información de hombres estudiantes de secundaria de áreas urbanas (2015), así como hombres de la UNA, UCR y TEC (2014) en las carreras antes mencionadas. Se estimó un SEM utilizando métodos de estimación por máxima verosimilitud y mínimos cuadrados generalizados. Ante el incumplimiento de los supuestos, se realizó la estimación utilizando la estadística bayesiana. Finalmente se analizaron las medidas de bondad de ajuste.  (Resultados)  Para los grupos estudiados, las relaciones tuvieron la dirección esperada. En hombres estudiantes de secundaria: la relación entre sexismo hostil y la equidad percibida en matemáticas carece de importancia práctica (coeficiente: -0.02). En hombres en carreras no STEM: la relación entre el sexismo benevolente y la equidad percibida en matemáticas carece de importancia práctica (coeficiente: 0.00). En los tres casos, entre mayor percepción de equidad, mayor autoeficacia y mayores habilidades de razonamiento, se genera mejor rendimiento en pruebas matemáticas.  (Conclusiones)  Las creencias sexistas influyen negativamente en la percepción de equidad en contextos matemáticos. A mayor percepción de equidad mejor rendimiento en las pruebas matemáticas. Existe relevancia de las habilidades de razonamiento en los contextos matemáticos, ya que en todos los casos se obtuvieron coeficientes positivos y altos en su relación con la prueba de contexto matemático.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  (Objective)  This study is intended to explain the performance in mathematics tests of men at the high school and college levels, majoring in Social Sciences, Humanities and STEM, using a SEM model based on the theory of ambivalent sexism towards women.  (Methodology)  Data was obtained from high school boys in urban areas (2015), as well as college men majoring in the careers mentioned before. A structural equation model was estimated using maximum likelihood and generalized least squares estimation methods. Given non-compliance with the assumptions, estimates were made using Bayesian statistical methods. Finally, goodness-of-fit measures were evaluated.  (Results)  In the three groups studied, the relationships matched initial expectations. For high school boys, the relationship between hostile sexism and perceived equality in mathematics was not significant (coefficient: -0.02). In the case of college men majoring in Social Sciences and Humanities, the relationship between benevolent sexism and perceived equality in mathematics was also not significant (coefficient: 0.00). In the three cases, the higher the perception of equality, the higher the level of self-efficacy of the male students, which generates better performance in mathematical tests. Likewise, the higher the level of reasoning skills of the students, the higher their levels of self-efficacy.  (Conclusions)  Sexist ideologies negatively influence the perception of equality in mathematical contexts. Higher levels of perception of equality are related to higher levels of performance in Mathematics tests. The importance of reasoning skills in mathematical contexts was shown by the fact that all the estimated models showed such skills to be highly positively related to mathematical test results.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  (Objetivo)  Procuramos explicar o desempenho de estudantes do ensino médio e universitário de cursos não-STEM, bem como cursos STEM em testes de contexto matemático usando um método SEM baseado na teoria do sexismo ambivalente em relação às mulheres.  (Metodologia)  As informações foram obtidas com estudantes do ensino médio do sexo masculino de áreas urbanas (2015), bem como homens da UNA, UCR e no TEC (2014) nos cursos mencionados. A SEM foi estimada pelos métodos de máxima verossimilhança e estimação generalizada de mínimos quadrados. Dado o não cumprimento dos pressupostos, a estimativa foi feita usando estatística bayesiana. Finalmente, as medidas de qualidade de ajuste foram analisadas.  (Resultados)  Para os grupos estudados, as relações tiveram a direção esperada. Em estudantes do ensino médio do sexo masculino: a relação entre sexismo hostil e percepção de equidade em matemática não tem significado prático (coeficiente: -0,02). Em homens em cursos não-STEM: a relação entre sexismo benevolente e percepção de equidade em matemática carece de significado prático (coeficiente: 0.00). Nos três casos, quanto maior a percepção de equidade, maior a autoeficácia e maior a habilidade de raciocínio, gera-se melhor desempenho nos testes matemáticos.  (Conclusões)  As crenças sexistas influenciam negativamente a percepção de equidade em contextos matemáticos. Quanto maior a percepção de equidade, melhor o desempenho em testes matemáticos. Há relevância das habilidades de raciocínio em contextos matemáticos, uma vez que em todos os casos foram obtidos coeficientes positivos e altos em sua relação com o teste de contexto matemático.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Sexismo]]></kwd>
<kwd lng="es"><![CDATA[Autoeficacia matemática]]></kwd>
<kwd lng="es"><![CDATA[Pruebas de rendimiento en matemáticas]]></kwd>
<kwd lng="es"><![CDATA[Modelos de ecuaciones estructurales]]></kwd>
<kwd lng="es"><![CDATA[Estadística Bayesiana]]></kwd>
<kwd lng="en"><![CDATA[Sexism]]></kwd>
<kwd lng="en"><![CDATA[mathematics self-efficacy]]></kwd>
<kwd lng="en"><![CDATA[math tests]]></kwd>
<kwd lng="en"><![CDATA[structural equation models]]></kwd>
<kwd lng="en"><![CDATA[Bayesian statistics]]></kwd>
<kwd lng="pt"><![CDATA[sexismo]]></kwd>
<kwd lng="pt"><![CDATA[autoeficácia matemática]]></kwd>
<kwd lng="pt"><![CDATA[testes de desempenho em matemática]]></kwd>
<kwd lng="pt"><![CDATA[modelagem de equações estruturais]]></kwd>
<kwd lng="pt"><![CDATA[estatística bayesiana]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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