Il ruolo delle attitudini e dei fattori cognitivi nell'apprendimento matematico e nelle scelte scolastiche

In an increasingly complex and data-driven society, math learning is of primary importance in individuals and collective development. Studies have demonstrated how affective-motivational and cognitive factors influence math learning. However, to date, research has primarily assessed the contribution of each factor separately, despite evidence indicating their interplay. The present dissertation aims to examine the interplay between affective-motivational and cognitive factors in math performance and STEM school choices, considering primary and middle school students. The studies presented in this thesis aim to: 1) explore how general and math anxiety influence Working Memory and math performance during primary school; 2) investigate the interaction between math anxiety and Working Memory and their influence on different math tasks; 3) assess how math anxiety and math self-efficacy can influence individuals' attentional bias toward math stimuli; 4) explore how affective-motivational factors, gender and math performance influence students' STEM school choices. The studies will be framed within a theoretical framework, detailing the methods and analytical processes employed. Findings will be presented and critically discussed in light of existing literature, offering new insights into the interplay between math attitudes, cognition, math performance, and STEM choices.

In an increasingly complex and data-driven society, math learning is of primary importance in individuals and collective development. Studies have demonstrated how affective-motivational and cognitive factors influence math learning. However, to date, research has primarily assessed the contribution of each factor separately, despite evidence indicating their interplay. The present dissertation aims to examine the interplay between affective-motivational and cognitive factors in math performance and STEM school choices, considering primary and middle school students. The studies presented in this thesis aim to: 1) explore how general and math anxiety influence Working Memory and math performance during primary school; 2) investigate the interaction between math anxiety and Working Memory and their influence on different math tasks; 3) assess how math anxiety and math self-efficacy can influence individuals' attentional bias toward math stimuli; 4) explore how affective-motivational factors, gender and math performance influence students' STEM school choices. The studies will be framed within a theoretical framework, detailing the methods and analytical processes employed. Findings will be presented and critically discussed in light of existing literature, offering new insights into the interplay between math attitudes, cognition, math performance, and STEM choices.