Participación oral en clase y ansiedad estadística: Modelo cuantílico con aprendizaje afectivo y variables sociodemográficas
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- José Hernando ÁVILA-TOSCANO+−
- Lauren Carolina CHIQUILLO-ARRIETA+−
- Leonardo José VARGAS-DELGADO +−
- Kevin José GOENAGA-PINEDA+−
DOI:
https://doi.org/10.17979/reipe.2025.12.2.12372Resumen
La participación oral en clases refleja compromiso académico, pero disminuye ante contenidos desafiantes como la estadística, frecuentemente vinculada con ansiedad estudiantil. Este estudio modeló la relación entre ansiedad por pedir ayuda en clase de estadística y participación oral, considerando el papel del aprendizaje afectivo hacia el contenido y el docente, la calificación por participar y variables sociodemográficas. Se evaluó a 721 escolares colombianos (383 mujeres) de secundaria (42.7%) y bachillerato (57.3%), aplicando modelos de regresión cuantílica. Los resultados mostraron que la ansiedad inhibe la participación oral, mientras que el afecto por el contenido de la asignatura la estimula. Aunque no se hallaron efectos moderadores explícitos, el impacto de la ansiedad variaba según el nivel de afecto por los contenidos. Las calificaciones no incentivaron la participación, que sí difirió según el género y la edad. Lo hallazgos resaltan la importancia de diseñar estrategias pedagógicas que incluyan el aprendizaje afectivo para reducir la ansiedad estadística y fomentar la participación en clase.
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