Browsing by Subject "Mathematical performance"

Now showing 1 - 3 of 3
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    Domain Specific and General Epistemological Beliefs. Their Effects on Mathematics
    (Universidad de Murcia. Servicio de Publicaciones, 2013-06-06) Schommer-Aikins, Marlene; Duell, Orpha K.
    In order to understand how epistemological beliefs (beliefs about knowledge and learning) influence mathematical problem solving, over 700 college students completed a domain general and a domain specific (mathematical problem-solving) beliefs questionnaire. In addition, they completed two mathematical tasks, one that assessed cognitive depth and the other problem solving. Mathematical and general epistemological belief factors emerged from a single exploratory factor analysis. Furthermore, students with high mathematical background showed consistency between domain general and domain specific epistemological beliefs, whereas, students with less mathematical background were significantly different between the two levels of belief specificity. Comparisons among path analyses revealed indirect effects of general epistemological beliefs and direct effects of domain specific epistemological beliefs on mathematical performance. 
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    Mathematical Abilities in School-Aged Children: A Structural Magnetic Resonance Imaging Analysis With Radiomics.
    (Frontiers Media, 2022-04-14) Pina, Violeta; Campello, Víctor M.; Lekadir, Karim; Seguí, Santi; Garcia Santos, Jose M.; Fuentes Melero, Luis José; Psicología Básica y Metodología
    Structural magnetic resonance imaging (sMRI) studies have shown that children that differ in some mathematical abilities show differences in gray matter volume mainly in parietal and frontal regions that are involved in number processing, attentional control, and memory. In the present study, a structural neuroimaging analysis based on radiomics and machine learning models is presented with the aim of identifying the brain areas that better predict children’s performance in a variety of mathematical tests. A sample of 77 school-aged children from third to sixth grade were administered four mathematical tests: Math fluency, Calculation, Applied problems and Quantitative concepts as well as a structural brain imaging scan. By extracting radiomics related to the shape, intensity, and texture of specific brain areas, we observed that areas from the frontal, parietal, temporal, and occipital lobes, basal ganglia, and limbic system, were differentially related to children’s performance in the mathematical tests. sMRI-based analyses in the context of mathematical performance have been mainly focused on volumetric measures. However, the results for radiomics-based analysis showed that for these areas, texture features were the most important for the regression models, while volume accounted for less than 15% of the shape importance. These findings highlight the potential of radiomics for more in-depth analysis of medical images for the identification of brain areas related to mathematical abilities.
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    Spanish Adaptation of the Homework Approach Scale (HAS)
    (Universidad de Murcia. Servicio de Publicaciones, 2025-05) Núñez, José Carlos; Xu, Jianzhong; Suárez, Natalia; Fernández, Xela; Yang, Fuyi
    El modo en que los estudiantes abordan sus tareas escolares tiene importantes consecuencias para el aprendizaje y rendimiento académico. El objetivo del presente estudio fue examinar la validez y fiabilidad de la Homework Approach Scale (HAS) en estudiantes españoles del último ciclo de Educación Primaria (5º y 6º EP) y de los dos ciclos de Educación Secundaria Obligatoria –ESO- (1º a 4º ESO). El interés de este estudio radica en que la escala HAS fue diseñada con estudiantes de China, pe-ro no ha sido validada en otros contextos que pueden diferir culturalmente, como España. En el estudio participaron 1.024 alumnos del norte de España (Principado de Asturias). Los resultados indicaron que para una población occidental HAS también identifica dos factores: un enfoque pro-fundo y un enfoque superficial (a la hora de trabajar sobre los deberes). La relación entre ambos enfoques fue significativa y negativa. La estructura HAS fue invariante para género y curso. Los resultados confirman las relaciones entre la orientación motivacional, el enfoque de estudio y el rendi-miento académico (aunque sólo parcialmente si observamos la relación en-tre la orientación motivacional y el enfoque de estudio). Encontramos que un enfoque profundo, aunque principalmente vinculado a una orientación motivacional hacia el aprendizaje, también estaba vinculado a una orientación al desempeño. Sin embargo, el uso preferencial de un enfoque superficial sólo fue promovido por una orientación hacia objetivos de desempeño. En conclusión, parece que estar motivado preferentemente hacia el aprendizaje es un factor protector frente al uso de un enfoque superficial a la hora de trabajar en los deberes.