dc.contributor | Facultad de Ciencias Economicas y Empresariales | es_ES |
dc.contributor.author | Arias Sampedro, Carlos | |
dc.contributor.author | Valbuena, Javier | |
dc.contributor.author | Garcia, Jose Manuel | |
dc.contributor.other | Fundamentos del Análisis Económico | es_ES |
dc.date | 2021 | |
dc.date.accessioned | 2024-02-14T09:32:48Z | |
dc.date.available | 2024-02-14T09:32:48Z | |
dc.identifier.citation | Arias, C., Valbuena, J., y García, J. M. (2021). The impact of secondary education choices on mathematical performance in university: The role of non-cognitive skills. Mathematics, 9(21). https://doi.org/10.3390/MATH9212744 | es_ES |
dc.identifier.other | https://www.mdpi.com/2227-7390/9/21/2744 | es_ES |
dc.identifier.uri | https://hdl.handle.net/10612/18319 | |
dc.description.abstract | [EN] (1) Background: this study evaluates the most relevant factors affecting the performance
in mathematics of university undergraduates. Precisely, the mathematical background of students.
Spanish secondary education provides an opportunity to develop this analysis since students can
choose between two secondary education tracks with different mathematical content and depth.
(2) Methods: a survey was conducted covering personal characteristics, socioeconomic status, academic
choices and academic achievement as well as a set of questions aimed to uncover attitudes
towards mathematics. Students that show preferences regarding mathematics are prone to choose
the track with more mathematical content, creating a potential confusion between training and attitudes
towards mathematics. We propose an index of non- cognitive skills related to mathematics to
account for this problem. (3) Results: prior background in mathematics plays a role in mathematical
performance at university even after correcting for non-cognitive skills related to mathematics. The
effects are heterogeneous with respect to gender. (4) Conclusions: choosing a more mathematicaloriented
itinerary in secondary education seems to give an edge to students. Our results shed light
on the implications associated with the decision of secondary school track choice made by students.
Furthermore, they are meant to serve as a guide to improve the design of remedial courses. | es_ES |
dc.language | eng | es_ES |
dc.publisher | MDPI | es_ES |
dc.rights | Atribución 4.0 Internacional | * |
dc.rights.uri | http://creativecommons.org/licenses/by/4.0/ | * |
dc.subject | Matemáticas | es_ES |
dc.subject | Universidades | es_ES |
dc.subject.other | Academic achievement | es_ES |
dc.subject.other | Mathematics | es_ES |
dc.subject.other | University | es_ES |
dc.subject.other | Secondary education | es_ES |
dc.title | The Impact of Secondary Education Choices on Mathematical Performance in University: The Role of Non-Cognitive Skills | es_ES |
dc.type | info:eu-repo/semantics/article | es_ES |
dc.identifier.doi | 10.3390/math9212744 | |
dc.description.peerreviewed | SI | es_ES |
dc.rights.accessRights | info:eu-repo/semantics/openAccess | es_ES |
dc.identifier.essn | 2227-7390 | |
dc.journal.title | Mathematics | es_ES |
dc.volume.number | 9 | es_ES |
dc.issue.number | 21 | es_ES |
dc.page.initial | 2744 | es_ES |
dc.type.hasVersion | info:eu-repo/semantics/publishedVersion | es_ES |