Impacto emocional sobre el desempeño en una prueba de razonamiento matemático para admisión universitaria
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https://doi.org/10.17979/reipe.2026.13.1.12695Resumen
Las pruebas de ingreso a la universidad constituyen eventos de altas consecuencias capaces de generar emociones aversivas que pueden afectar el desempeño de las personas aspirantes. Pese a su relevancia, el impacto específico de estas emociones en pruebas de admisión universitaria que miden exclusivamente razonamiento matemático ha recibido escasa atención investigativa. Este estudio examinó, desde el marco de la teoría control-valor (Pekrun, 2006), el efecto de cuatro factores sobre el desempeño en una prueba de razonamiento matemático, requisito de admisión a determinadas carreras en una universidad costarricense. Participaron 205 estudiantes de último año de secundaria, reclutados en instituciones seleccionadas aleatoriamente, quienes se encontraban a menos de cuatro meses de su proceso de admisión universitaria. Completaron escalas de autorreporte que midieron dos tipos de ansiedad (ansiedad ante los exámenes y ansiedad matemática), así como sus antecedentes subjetivos: expectativa de autoeficacia matemática y valoración de la importancia percibida de la prueba. Posteriormente, se administró una versión abreviada de la prueba de razonamiento matemático. Mediante modelos de ecuaciones estructurales, se analizó la influencia de las emociones y sus antecedentes sobre la puntuación obtenida. Los resultados evidenciaron que la ansiedad matemática ejerció un efecto negativo directo sobre el desempeño, mientras que la autoeficacia matemática mostró un efecto indirecto, mediado por dicha emoción. Estos hallazgos pueden orientar el diseño de intervenciones dirigidas a mitigar el impacto de la ansiedad en el rendimiento en pruebas matemáticas de altas consecuencias.
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