<?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>1688-4221</journal-id>
<journal-title><![CDATA[Ciencias Psicológicas]]></journal-title>
<abbrev-journal-title><![CDATA[Cienc. Psicol.]]></abbrev-journal-title>
<issn>1688-4221</issn>
<publisher>
<publisher-name><![CDATA[Universidad Católica del Uruguay.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1688-42212020000102208</article-id>
<article-id pub-id-type="doi">10.22235/cp.v14i1.2174</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Relación entre ansiedad matemática y rendimiento académico en matemáticas en estudiantes de secundaria]]></article-title>
<article-title xml:lang="pt"><![CDATA[Relação entre ansiedade matemática e rendimento acadêmico em matemática em estudante de ensino médio]]></article-title>
<article-title xml:lang="en"><![CDATA[Relationship between mathematical anxiety and academic performance in mathematics in high school students]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Villamizar Acevedo]]></surname>
<given-names><![CDATA[Gustavo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Araujo Arenas]]></surname>
<given-names><![CDATA[Tammi Yulien]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Trujillo Calderón]]></surname>
<given-names><![CDATA[Wenddy Jurany]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Pontificia Bolivariana  ]]></institution>
<addr-line><![CDATA[Bucaramanga ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Corporación Dignificar  ]]></institution>
<addr-line><![CDATA[Floridablanca ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>14</volume>
<numero>1</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_arttext&amp;pid=S1688-42212020000102208&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_abstract&amp;pid=S1688-42212020000102208&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_pdf&amp;pid=S1688-42212020000102208&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Esta investigación correlacional buscó identificar la relación entre ansiedad matemática y rendimiento académico en matemáticas. Se trabajó con 127 estudiantes de un colegio de secundaria de Colombia, 68 niñas y 59 niños, con edad promedio de 14.34 años, quienes respondieron la Escala de ansiedad matemática de Fennema-Sherman, la cual tiene un nivel de confiabilidad de .88. Los resultados mostraron que el promedio académico es 4.1, alto según los criterios establecidos por el Ministerio de Educación Nacional de Colombia, que las niñas tienen un promedio más alto y que su nivel de ansiedad es mayor que los niños. En la relación ansiedad matemática vs. rendimiento académico en matemáticas, se halló una relación inversa, es decir a mayor ansiedad menor rendimiento académico. Como conclusión se propuso a las directivas del colegio diseñar un programa en pro de la modificación de respuestas emocionales, debido a que se evidenció en las niñas, la influencia de factores afectivos en el aprendizaje de las matemáticas]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Esta pesquisa correlacional buscou identificar a relação entre ansiedade matemática e rendimento acadêmico em matemática. Trabalhou-se com 127 estudantes de um colégio de ensino médio da Colômbia, 68 meninas e 59 meninos, com idade média de 13.34 anos, que responderam à Escala de ansiedade matemática de Fennema-Sherman, cujo nível de confiabilidade é de .88. Os resultados demonstraram que a média acadêmica é 4.1, considerada alta de acordo com os critérios estabelecidos pelo Ministério de Educação Nacional da Colômbia; que as meninas têm uma média mais alta; e que seu nível de ansiedade é maior que o dos meninos. Em relação à ansiedade matemática vs. rendimento acadêmico em matemática, foi encontrada uma relação inversa, ou seja, quanto maior a ansiedade, menor o rendimento acadêmico. Como conclusão, se propõe à direção do colégio projetar um programa a favor da modificação das respostas emocionais, devido ao fato de a influência de fatores afetivos no aprendizado da matemática ser evidente nas meninas]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The objective of this correlational research is to identify the relation between mathematical anxiety and academic performance in the area of mathematics by analyzing the answers to the Fennema-Sherman mathematical anxiety scale (.88 confidence level) given by 127 secondary school students (68 girls and 59 boys) with an average age of 14.34 years old. The GPA of students was 4.1, a high GPA according to the criteria of the Colombian Ministry of National Education. Furthermore, girls obtained a higher GPA than boys although their level of anxiety was higher too. Regarding the relation between mathematical anxiety and academic performance in the area of mathematics, this study shows that they are inversely related, that is, the greater the anxiety, the lower the academic performance. As a result of this study, the staff of school directors were suggested to design a program to modify the emotional responses of students, considering the fact that girls are influenced by affection-related factors with regard to the mathematical learning process]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[ansiedad matemática]]></kwd>
<kwd lng="es"><![CDATA[estudiante de secundaria]]></kwd>
<kwd lng="es"><![CDATA[matemáticas]]></kwd>
<kwd lng="es"><![CDATA[relación]]></kwd>
<kwd lng="es"><![CDATA[rendimiento académico]]></kwd>
<kwd lng="pt"><![CDATA[ansiedade matemática]]></kwd>
<kwd lng="pt"><![CDATA[estudante de ensino médio]]></kwd>
<kwd lng="pt"><![CDATA[matemática]]></kwd>
<kwd lng="pt"><![CDATA[relação]]></kwd>
<kwd lng="pt"><![CDATA[rendimento acadêmico]]></kwd>
<kwd lng="en"><![CDATA[Mathematical anxiety]]></kwd>
<kwd lng="en"><![CDATA[secondary education students]]></kwd>
<kwd lng="en"><![CDATA[mathematics]]></kwd>
<kwd lng="en"><![CDATA[relation]]></kwd>
<kwd lng="en"><![CDATA[academic performance]]></kwd>
</kwd-group>
</article-meta>
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