Ansiedade matemática e percepção de desempenho em adolescentes

Abstract

The perception that students have of themselves can influence their academic performance. If performance is negative, it can also lead to feelings and concerns, referred to as anxiety related to the subject matter or even an entire discipline, such as mathematics. Thus, the present study aimed to gather information on math anxiety and self-perception of performance in adolescents. The study included 33 students enrolled in the third year of high school at a public school in the city of João Pessoa, with ages ranging from 17 to 19 years (M = 17.63; SD = 0.65). Most participants were male (51.5%), mixed-race (45.5%), and belonged to the middle class (66.7%). Participants responded to a semi-structured interview with questions on math anxiety and selfperception of performance, as well as a sociodemographic questionnaire. The textual content was processed using IRAMUTEQ software and analyzed through Word Cloud, Similarity Analysis, and Hierarchical Classification techniques. A total of 5,858 word occurrences and 830 distinct forms were observed. Among these, 169 words were classified through Descending Hierarchical Classifications, resulting in six categories: Preparation; Tensions; Didactics and Curriculum; Aversion to Exact Sciences; Frustration with Evaluation; Ease with Humanities. It was concluded that students have a challenging relationship with mathematics, as negative feelings, incompatibility with the teacher’s methodology, excessive concern, aversion to exact sciences, and difficulties with the evaluation system were frequently mentioned in the interviews.