Características motivacionales de preescolares con bajo rendimiento matemático

  1. Jessica Mercader Ruiz 1
  2. Rebeca Siegenthaler Hierro 1
  3. Ana Miranda Casas 1
  4. M. Inmaculada Fernández Andrés 1
  5. María Jesús Presentación Herrero 1
  1. 1 Universitat Jaume I
    info

    Universitat Jaume I

    Castelló de la Plana, España

    ROR https://ror.org/02ws1xc11

Journal:
International Journal of Developmental and Educational Psychology: INFAD. Revista de Psicología

ISSN: 0214-9877

Year of publication: 2015

Issue Title: Una nueva visión de la Psicología: La Psicología positiva

Volume: 1

Issue: 1

Pages: 79-88

Type: Article

DIALNET GOOGLE SCHOLAR lock_openDehesa editor

More publications in: International Journal of Developmental and Educational Psychology: INFAD. Revista de Psicología

Abstract

This paper aims to deepen about motivation toward learning and attributional style of preschoolers with low math achievement in relation to two reference groups: average math performance and risk of Specific Learning Disorder with Math Difficulties (SLD-MD). A group of 209 preschoolers participated in the study, who were categorized according to their level of arithmetic performance by a standardized test. Constructs of competence-motivation, attention-persistence and attitude toward learning, related to motivation for learning, and internality, stability, globality of attributional style were evaluated. The results showed statistically significant differences in the variables of motivation toward learning among the low achievement and average performance groups. For competencemotivation and attention-persistence, differences between the low achievement group and risk group were also found. Furthermore, analysis revealed a tendency to attribute negative events to more stable causes in the low achievement group. The implications of these findings for psychoeducational research and practice are discussed.

Data source: Dialnet