Autoconcepto académico de mujeres y varones con bajo rendimiento en matemática: un estudio comparativo
| Pages | 1-8 |
| Date | 05 July 2026 |
| Published date | 05 July 2026 |
| Author | Brenda Karol Rosales-Salcedo,Miguel Angel Perez-Perez,Noemi Teresa Julca-Vera |
Autoconcepto académico de mujeres y varones
con bajo rendimiento en matemática:
un estudio comparativo
Academic self-concept of low-achieving males and females in
mathematics: A comparative study
Recibido: 30/05/2025 - Aceptado: 23/10/2025
Brenda Karol Rosales-Salcedo
https://orcid.org/0009-0002-1850-2466
bkrosalesr@ucvvirtual.edu.pe
Universidad César Vallejo. Lima, Perú
Miguel Angel Perez-Perez
https://orcid.org/0000-0002-7333-9879
mperezp@ucv.edu.pe
Universidad César Vallejo. Lima, Perú
Noemi Teresa Julca-Vera
https://orcid.org/0000-0002-5469-2466
njulca@ucv.edu.pe
Universidad César Vallejo. Lima, Perú
Resumen
La investigación tuvo como objetivo identificar las diferencias en el autoconcepto académico entre varones y
mujeres con dificultades para alcanzar apren dizajes en matemáticas. Para ello, se ut ilizó un enfoque cualitativo
con un diseño de estudio de caso. La muestra estuvo compuesta p or 24 estudiantes, divididos equitativamente
en 12 mujeres y 12 varones, todos con rendimiento insuficiente en matemáticas. Los resultados evide nciaron
diferencias significativas en los coeficientes de c o-ocurrencia entre ambos grupos, con valores específicos para
las subcategorías de relaciones con otros, asertividad, compromiso y afrontamiento de situaciones escolares. En
las mujeres, estos coeficientes fueron 0.33, 0.24, 0.33, 0.39, 0.25, 0.48, 0.19 y 0.18; mientras que en los varones
se observaron valores de 0.32, 0.31, 0.21, 0.14, 0.32, 0.14, 0.40 y 0.38. Estos hallazgos muestran un contras te
claro en cómo ambos géneros perciben su autoconcepto académ ico. Por lo tanto, se conclu ye que el género es
una variable fundamental que debe considerarse al diseñar e implementar estrategias de mejora en el aprendizaje
de matemáticas, a fin de atender las necesidades específicas de cada grupo y favorecer su desarrollo académico.
Palabras clave: percepción, matemática, género.
Abstract
The research aimed to identify differences in academic self-concept between boys and girls with learning
difficulties in mathematics. A qualitative approach with a case study design was used. The sample consisted of 24
students, divided equ ally into 12 girls and 12 boys, all with insufficient performance in mathematics. The results
showed significant differences in the co-occurrence coefficients between the two groups, with s pecific values for
the subcategories of relationships with others, assertiveness, commitment, and coping with school situatio ns. For
girls, these coefficients were 0.33, 0.24, 0.33, 0.39, 0.25, 0.48, 0.19, and 0.18; while for boys, values of 0.32, 0.31,
0.21, 0.14, 0.32, 0.14, 0.40, and 0.38 were observed. These findings show a cl ear contrast in how both genders
perceive their academ ic self-concept. T herefore, it is concluded that gender is a fundamental varia ble that must
be considered when designing and implementing strategies to improve mathematics learning, in order to ad dress
the specific needs of each group and promote their academic developm ent.
Keywords: perception, mathematics, gender.
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