Relación entre rendimiento en solución de problemas y factores afectivo -motivacionales en alumnos con y sin dificultades del aprendizaje

Abstract

The article analyzes the relationship between mathematical problem solving efficiency, and the affective-motivational system: attitudes toward mathematics, anxiety toward mathematics, and attributions to mathematical efficiency in a group of students with and without learning disabilities. Results indicate that as anxiety as attitudes toward mathematics correlate significantly with mathematical problem solving efficiency. Nevertheless, the influence of attributions on mathematical problem solving efficacy remains unclear. Results are discussed in terms of instruction proposals.