Abstract

© 2019, Universidad Complutense de Madrid. All rights reserved.This research presents the results of a set of cognitive and motivational-affective variables regarding the academic performance of mathematics subject in Chilean secondary education students in contexts of high social vulnerability (N = 950). In the study, attributional academic styles, cognitive strategies and self-regulation strategies, predisposition towards mathematics and logical intelligence as possible predictors of the academic performance of the subject were analyzed, both at a general level and including their differences by sex. In order to quantify the effect of the incorporation of the different variables, comparative analysis and multiple regression models were performed using the step wise method. The main results allow to infer that 26.4% of the variance of the average in mathematics can be explained by the variables incorporated in the model, highlighting the negative impact of unfavorable predisposition towards mathematics and failure strategies based on the teacher, as well as the positive role of logical intelligence. The main educational implications of the findings are discussed.