Participação oral em sala de aula e ansiedade estatística: Modelo quantílico com aprendizagem afetiva e variáveis 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.2025.12.2.12372Resumo
A participação oral nas aulas reflete o compromisso académico, mas diminui diante de conteúdos desafiadores como a estatística, frequentemente associada à ansiedade dos alunos. Este estudo modelou a relação entre a ansiedade em pedir ajuda nas aulas de estatística e a participação oral, considerando o papel da aprendizagem afetiva em relação ao conteúdo e ao professor, a nota pela participação e variáveis sociodemográficas. Foram avaliados 721 estudantes colombianos (383 mulheres) do ensino secundário (42,7%) e do ensino médio (57,3%), aplicando modelos de regressão quantílica. Os resultados mostraram que a ansiedade inibe a participação oral, enquanto o afeto pelo conteúdo da disciplina a estimula. Embora não tenham sido encontrados efeitos moderadores explícitos, o impacto da ansiedade variava de acordo com o nível de afeto pelo conteúdo. As notas não incentivaram a participação, que diferiu de acordo com o género e a idade. Os resultados destacam a importância de projetar estratégias pedagógicas que incluam a aprendizagem afetiva para reduzir a ansiedade estatística e incentivar a participação em sala de aula.
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