<?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>1688-9304</journal-id>
<journal-title><![CDATA[Cuadernos de Investigación Educativa]]></journal-title>
<abbrev-journal-title><![CDATA[Cuad. Investig. Educ.]]></abbrev-journal-title>
<issn>1688-9304</issn>
<publisher>
<publisher-name><![CDATA[Instituto de Educación Universidad ORT Uruguay]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1688-93042025000201208</article-id>
<article-id pub-id-type="doi">10.18861/cied.2025.16.2.4055</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Análisis sobre la relación entre las actitudes y el rendimiento en matemáticas]]></article-title>
<article-title xml:lang="en"><![CDATA[Analysis of the relationship between attitudes and school performance in mathematics]]></article-title>
<article-title xml:lang="pt"><![CDATA[Análise da relação entre atitudes e desempenho em matemática]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santana]]></surname>
<given-names><![CDATA[Hirrael]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Superior de Formación Docente Salomé Ureña  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>República Dominicana</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>16</volume>
<numero>2</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_arttext&amp;pid=S1688-93042025000201208&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_abstract&amp;pid=S1688-93042025000201208&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_pdf&amp;pid=S1688-93042025000201208&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Las actitudes hacia las matemáticas son un factor crucial en el aprendizaje de esta asignatura. Este estudio se realizó con el objetivo de constatar la relación y capacidad predictiva de las actitudes en el rendimiento escolar en estudiantes de secundaria en la República Dominicana, con 174 participantes seleccionados de forma no aleatoria. Se utilizó el cuestionario Attitudes Toward Mathematics Inventory (ATMI) de Tapia &amp; Marsh (2004) y se aplicaron pruebas de correlación y regresión múltiple. Los resultados mostraron correlaciones positivas significativas entre todas las variables, destacando la autoconfianza, el disfrute y la percepción del estudiante sobre la actitud del profesor. En los análisis de regresión lineal, solo la autoconfianza (&#946; = .402, p = .000) y la percepción del estudiante sobre la actitud del profesor (&#946; = .309, p = .000) demostraron capacidad predictiva sobre el rendimiento académico en matemáticas. Otros factores, como la motivación, el valor, el disfrute y la actitud hacia la escuela no mostraron capacidad predictiva. En conclusión, la autoconfianza y la percepción positiva de la actitud del profesor son elementos clave para el rendimiento en matemáticas. Las intervenciones educativas que promuevan estos aspectos podrían influir significativamente en el desempeño de los estudiantes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Attitudes toward mathematics are a crucial factor in learning this subject. This study aimed to determine the relationship and predictive power of attitudes on academic performance in secondary school students in the Dominican Republic, with 174 non-randomly selected participants. The Attitudes Toward Mathematics Inventory (ATMI) by Tapia and Marsh (2004) was used, and correlation and multiple regression tests were applied. The results showed significant positive correlations among all variables, highlighting self-confidence, enjoyment, and the student&#8217;s perception of the teacher's attitude. In the linear regression analyses, only self-confidence (&#946; = .402, p = .000) and the student&#8217;s perception of the teacher's attitude (&#946; = .309, p = .000) demonstrated predictive capacity for academic performance in mathematics. Other factors, such as motivation, value, enjoyment, and attitude towards school, did not show predictive capacity. In conclusion, self-confidence and a positive perception of the teacher's attitude are key elements for performance in mathematics. Educational interventions that promote these aspects could significantly influence student performance.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo As atitudes em relação à matemática são um fator crucial na aprendizagem desta disciplina. Este estudo teve como objetivo determinar a relação e o poder preditivo das atitudes sobre o desempenho acadêmico em estudantes do ensino médio na República Dominicana, com 174 participantes selecionados de forma não aleatória. Foi utilizado o questionário Attitudes Toward Mathematics Inventory (ATMI) de Tapia e Marsh (2004), com aplicação dos testes de correlação e regressão múltipla. Os resultados mostraram correlações positivas significativas entre todas as variáveis, destacando a autoconfiança, o prazer e a percepção do estudante sobre a atitude do professor. Na análise de regressão linear, apenas a autoconfiança (&#946; = 0,402, p = 0,000) e a percepção do estudante sobre a atitude do professor (&#946; = 0,309, p = 0,000) demonstraram capacidade preditiva sobre o desempenho acadêmico em matemática. Outros fatores, como a motivação, o valor, o prazer e a atitude em relação à escola não mostraram capacidade preditiva. Concluindo, a autoconfiança e a percepção positiva da atitude do professor são elementos-chave para o desempenho em matemática. As intervenções educativas que promovam esses aspectos poderiam influenciar significativamente o desempenho dos estudantes.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[actitud del estudiante]]></kwd>
<kwd lng="es"><![CDATA[matemáticas]]></kwd>
<kwd lng="es"><![CDATA[rendimiento académico]]></kwd>
<kwd lng="es"><![CDATA[educación secundaria]]></kwd>
<kwd lng="es"><![CDATA[motivación]]></kwd>
<kwd lng="en"><![CDATA[student attitude]]></kwd>
<kwd lng="en"><![CDATA[mathematics]]></kwd>
<kwd lng="en"><![CDATA[academic performance]]></kwd>
<kwd lng="en"><![CDATA[secondary education]]></kwd>
<kwd lng="en"><![CDATA[motivation]]></kwd>
<kwd lng="pt"><![CDATA[atitude do estudante]]></kwd>
<kwd lng="pt"><![CDATA[matemática]]></kwd>
<kwd lng="pt"><![CDATA[desempenho acadêmico]]></kwd>
<kwd lng="pt"><![CDATA[ensino médio]]></kwd>
<kwd lng="pt"><![CDATA[motivação]]></kwd>
</kwd-group>
</article-meta>
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