Relations among Engagement, Self-Efficacy, and Anxiety in Mathematics among Omani Students

espanolIntroduccion. Las matematicas son uno de los temas mas dificiles, y tanto los estudiantes como los maestros enfrentan dificultades en esta materia. Los maestros tienen dificultades para involucrar a los estudiantes en el aprendizaje de la materia. Rara vez se ha investigado el concepto de compromiso en la region de Medio Oriente, en general, y en Oman en particular. Del mismo modo, el concepto de autoeficacia ha sido minimamente investigado. El proposito de este estudio es probar la validez de constructo de: autoeficacia, compromiso y ansiedad en las matematicas. Metodo. Se selecciono una muestra de grupo de multiples etapas (n = 900: 420 mujeres; 480 hombres) de dos direcciones escolares de Oman. La muestra fue seleccionada de los grados 6, 8 y 10 en Mascate y Aldhahira. Se administraron tres medidas a las clases intactas. Se desa- rrollaron y probaron modelos de relaciones entre los constructos. Resultados. Los resultados revelaron una validez de construccion razonable para cada cons- truccion. Los modelos de ecuaciones estructurales indicaron que la autoeficacia predijo signi- ficativamente el compromiso. Ni la autoeficacia ni el compromiso fueron capaces de predecir la ansiedad. Los resultados de las correlaciones, SEM y analisis discriminantes, con ansiedad matematica incluida, son inconsistentes con la mayoria de las investigaciones anteriores. Discusion y Conclusion. Para programas e iniciativas que promuevan la participacion en las matematicas, los estudiantes deben desarrollar confianza en el aprendizaje de las matematicas. Ademas, cualquier programa debe evaluar la ansiedad matematica de los alumnos y centrarse mas en los alumnos con ansiedad matematica baja a media. La naturaleza de la ansiedad ante las matematicas en Oman plantea muchas preguntas. EnglishIntroduction. Mathematics is one of the most important academic subjects in school. How- ever, it is one of the most difficult subjects, and both students and teachers face difficulties in this subject. Teachers have difficulty engaging students in learning the subject. Rarely has the concept of engagement been researched in the Middle East region, in general, and in Oman in particular. Similarly, the concept of self-efficacy has been minimally investigated. The pur- pose of this study is to test the construct validity of: self-efficacy, engagement, and anxiety in mathematics. Method A multi stage cluster sample (n=900: 420 females; 480 males) was selected from two Omani school directorates. The sample was selected from grades 6, 8 and 10 in Muscat and Aldhahira. Three measures were administered to intact classes. Models of relations among the constructs were developed and tested. Results. The results revealed reasonable construct validity for each construct. Structural equation models indicated that self-efficacy significantly predicted engagement. Neither self- efficacy nor engagement was able to predict anxiety. The results of correlations, SEM as well as dis-criminant analysis, with math anxiety is included, are inconsistent with most previous re-search. Discussion and Conclusion. For programs and initiatives to promote engagement in mathe- matics, students should devel-op confidence in learning mathematics. In addition, any pro- gram should assess students’ math anxiety and focus more on students with low to medium math anxiety. The nature of math anxiety in Oman raises many questions.