Motivación y autorregulación en el desempeño en matemáticas en estudiantes de Educación Secundaria

Having models that open up possibilities for improving mathematics achievement is a current challenge for educators and researchers, particularly in Latin America. This study aims to analyze the relationships between mathematics achievement, motivational variables, self-regulated learning, emotional regulation and socioeconomic status. A representative sample is considered that is made up of 5,344 adolescents in their third year of secondary education in Uruguay, from secondary data obtained from the national performance evaluation of the Uruguayan educational system (ineed, 2020). Using structural equation model, two models with good level of fit were obtained, in which mathematics achievement reflects a direct incidence of socioeconomic status and self-efficacy, while task motivation, school connectedness and emotional regulation contribute in an indirect pathway; metacognitive self-regulation plays a mediating role, with low direct incidence. The models include a set of motivational variables and self-regulation strategies that are amenable to educational intervention. Its consideration and approach in the teaching of mathematics in secondary education is discussed.