Resumen

COELHO, Joaquim Pinto. Sucesso ou insucesso na matemáticano final da escolaridade obrigatória, eis a questão!. Aná. Psicológica [online]. 2008, vol.26, n.4, pp.663-678. ISSN 0870-8231.

Academic achievement in mathematics in subjects who have reached adolescence is influenced by school and family support structures (Gregory & Weinstein, 2004; Ma, 1997). Students from eleven public schools, aged from 12 to 17, in the district of Lisbon were surveyed by questionnaire primarily based on selected items from the Health Behavior in School-Aged Children questionnaire (WHO, 2002) accompanied by other sources. Social-demographic details and students’ perceptions of their relationship with their parents, teachers and peers, and future career were collected and submitted to factor analysis. A binary logistic regression was performed to determine contributing factors predictive for mathematics achievement in the school. Gender, family socio-economic status, student’s school identification, parental involvement in school activities, students’ acceptance of/by peers, affective and conflictual relationships with the father were not found to be significant factors in predicting academic achievement in mathematics. A conflictual maternal relationship, peer relationship characterized as aggressor or victim and be older the student is, were significant contributors predictive of low achievement. High student career expectations, citizenship in the country and an affective maternal relationship were significant positive contributors predictive of high achievement in mathematics. A fostering teacher/student relationship mediated by family support structures was also found to be a positive contributor. These findings suggest a particular role for mother, as well for teachers, in students’ mathematics achievement, creating emotional and cognitive support for higher goals approaching the end of compulsory school.

Palabras clave : Academic achievement; Adolescent; mathematics; Logistic regression; Parents support; School environment.

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