Bibliographic Details
| Title: |
Explorando la relación entre ansiedad estado, género y rendimiento académico en estudiantes de educación secundaria. |
| Alternate Title: |
Exploring the relationship between state anxiety, gender, and academic performance in secondary school students. |
| Authors: |
GARCIA-BLANC, NÚRIA1 Nuria.garcia@udl.cat, GOMIS, RAQUEL1 Raquel.gomis@udl.cat, ROS-MORENTE, AGNÈS1 Agnes.ros@udl.cat, FILELLA GUIU, GEMMA1 Gemma.filella@udl.cat |
| Source: |
Estudios Sobre Educacion. oct2025, Issue 49, p193-213. 21p. |
| Subject Terms: |
*Academic achievement, *Anxiety, *Secondary school students, *Emotional competence, Gender differences (Sociology), Spaniards, Mann Whitney U Test, Regression analysis |
| Abstract (English): |
The relationship between state anxiety and academic performance was analyzed in a study involving 344 Spanish secondary school students (M= 13.66; SD= 1.184). The sample consisted of a balanced proportion of boys (49%) and girls (51%) from two educational institutions-one public and one semi-private. To examine gender differences and evaluate both direct and interactive effects, Mann-Whitney U tests and linear regression analyses were conducted. The STAI state anxiety scale was utilized alongside average grades for this analysis. The results indicated a significant negative correlation between state anxiety and academic performance. Additionally, girls exhibited noticeably higher levels of state anxiety compared to boys. The study also revealed both direct and interactive effects of gender and anxiety on academic performance. These findings underscore the importance of addressing anxiety in secondary education, emphasizing the need for initiatives that focus on developing emotional competencies. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): |
Se analiza la relación entre ansiedad estado y rendimiento académico en 344 estudiantes de educación secundaria españoles (M= 13,66; DT= 1,184), explorando el rol moderador del género. La muestra incluyó una proporción equilibrada de chicos (49%) y de chicas (51%), procedentes de dos centros educativos, uno público y otro concertado. Se emplearon pruebas U de Mann-Whitney y análisis de regresión lineal para analizar las diferencias entre géneros y evaluar los efectos directos e interactivos. Para ello, se utilizó la escala de ansiedad estado del STAI y las calificaciones medias. Los resultados mostraron una relación negativa significativa entre la ansiedad estado y el rendimiento académico, así como niveles significativamente más altos de ansiedad estado en las chicas. Además, se observó un efecto directo e interactivo del género y la ansiedad en el rendimiento académico. Estos hallazgos destacan la importancia de abordar la ansiedad en la educación secundaria mediante propuestas centradas en el desarrollo de competencias emocionales. [ABSTRACT FROM AUTHOR] |
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| Database: |
Education Research Complete |
