ΟΙ ΠΑΡΑΓΟΝΤΕΣ ΤΟΥ ΑΓΧΟΥΣ ΓΙΑ ΤΑ ΜΑΘΗΜΑΤΙΚΑ: ΕΜΦΥΛΕΣ ΔΙΑΦΟΡΕΣ

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Pubblicato: Mar 22, 2026
DOI: https://doi.org/10.12681/enedim.42444
Φανή Καραντουμάνη
Πανεπιστήμιο Δυτικής Μακεδονίας
https://orcid.org/0009-0006-8914-1409
Abstract

Η παρούσα έρευνα, που διεξήχθη μέσω ημιδομημένων συνεντεύξεων σε 12 μαθητές και μαθήτριες Δευτεροβάθμιας Εκπαίδευσης, αναδεικνύει τον καθοριστικό ρόλο των κοινωνικοπολιτισμικών παραγόντων στο άγχος για τα Μαθηματικά, με έμφαση στις έμφυλες διαφορές. Τα ευρήματα υπογραμμίζουν ότι οι στάσεις των γονέων και των συνομηλίκων, καθώς και το σχολικό περιβάλλον, αποτελούν σημαντικές πηγές άγχους. Ειδικότερα, για τα κορίτσια, οι παράγοντες αυτοί αποκτούν μεγαλύτερη βαρύτητα. Τα έμφυλα στερεότυπα, που συχνά υπονοούν ότι τα Μαθηματικά είναι "ανδρικό" πεδίο, φαίνεται να εντείνουν το άγχος στα κορίτσια, επηρεάζοντας αρνητικά τη σχέση τους με το μάθημα. Παρόλα αυτά, η έρευνα έδειξε μια ενθαρρυντική τάση, καθώς πολλοί μαθητές και πολλές μαθήτριες αμφισβητούν αυτά τα στερεότυπα, τονίζοντας τη σημασία της προσωπικής προσπάθειας ανεξαρτήτως φύλου. Αυτό υποδεικνύει την ανάγκη για εκπαιδευτικές στρατηγικές που προωθούν ένα υποστηρικτικό και απαλλαγμένο από στερεότυπα μαθησιακό περιβάλλον.


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