XI Conference – European Congress of Methodology

Mixed methodologies

Not scheduled

5m

Symposium Design/Research methods Symposium : "Mixed methodologies"

Abstract

The scientific literature supports the relationship between self-esteem and interest or
motivation, academic achievements, learning processes and academic performance of
students in general, and also in highly able students. Thus, the objective of this study is
to analyse how the different levels of self-esteem are related to interest, importance and
learning achievements in highly able students in Primary and Secondary Education
levels. The sample consisted of 25 students (8 girls and 17 boys), aged 10-13 years,
from the province of Gipuzkoa. The Rosenberg Self-Esteem Scale (EAR) was applied
and open questions were asked about the importance and usefulness of the subject
content, and about the achievements and effort made. The results show that a majority
(60%) has high self-esteem, while the rest has average (28%) and low (12%) self-
esteem. It has been found that, as the level of self-esteem increases, the number and type
of forms or words related to interest/importance and achievement in learning increases.
Finally, the descending hierarchical analysis reveals the importance of those forms
related to the need to study more and in a more active way, which have been
significantly related to a low self-esteem. In conclusion, self-esteem is important when
it comes to promoting academic performance through the interest and achievement in
learning of highly able students.

Abstract

Introduction: One of the myths surrounding high intellectual abilities is the belief that
individuals with higher intelligence are not interested in physical activity, implying a
relationship between intelligence and exercise.
Objective:To analyze the relationships between intelligence and physical activity, as well
as gender differences in interest in physical activity, while also studying perceptions about
physical activity.
Methodology: The sample consisted of 297 secondary school students aged 13 to 16. The
instruments used included an intelligence test (Herranz's G factor), a physical activity
questionnaire (PAQ-A), and two open-ended questions: "Do you like engaging in physical
activity?" and "Why?" Quantitative analysis included Pearson's correlation to examine the
relationship between intelligence and physical activity and Student's t-test to study
gender differences in interest in physical activity. Qualitative data were analyzed using the
IRAMUTEQ software.
Results:No relationship was found between intelligence and physical activity, and boys
showed greater interest in exercise. Qualitative analysis revealed three main themes:
engaging in sports, enjoyment, and mental benefits. The significance of the independent
variables used was also analyzed.
Discussion: Further research is needed to explore the relationship between intelligence
and physical activity to confirm the independence of these variables. It is also important
to examine the reasons behind gender differences, which show a greater interest in
exercise among boys. The qualitative analysis offers three perspectives on understanding
physical activity: the act of exercising itself, its recreational aspects, and the mental
health benefits it provides.

Abstract

Introduction:
Mathematics anxiety negatively impacts performance, achievement, and career choices.
This study investigates how intelligence and gender influence this anxiety and explores the
coping strategies used by those who dislike math. Existing research shows that lower
intelligence and being female often correlate with higher math anxiety, but how these factors
interact with coping mechanisms is less understood. This research employs a mixed-
methods approach to analyze these relationships, aiming to answer how intelligence and
gender affect anxiety levels, what strategies are used to manage this anxiety, and if these
strategies vary based on intelligence and gender. By examining these questions, this study
will contribute to a deeper understanding of mathematics anxiety and inform the
development of tailored interventions to support learners, ultimately fostering a more positive
and inclusive mathematics learning environment.

Objective:
To investigate the influence of intelligence and gender on mathematics-related anxiety and
to analyze the verbalized strategies employed by individuals who dislike mathematics to
overcome their difficulties.
Method:
A mixed-methods research methodology (MMR) was used, with the quantitative part
employing a cross-sectional survey design and the qualitative part using content analysis.
The sample consisted of 1552 students, of whom 1012 were women.
Results:
Significant differences were found based on both intelligence and gender. Women and
individuals with lower cognitive abilities reported higher levels of anxiety related to
mathematics.
The verbalized strategies were grouped into four clusters: cluster 1 (26.6%), relying on
external support, such as peers, teachers, and online resources, to seek help and guidance;
cluster 2 (23.7%), using extra learning aids like video tutorials and procedural explanations,
with a focus on practical exercises; cluster 3 (24.4%), simplifying and understanding basic
concepts through individual effort and perseverance; cluster 4 (25.3%), developing study
habits, including problem-solving, note-taking, and concentration-focused strategies.
Conclusions:
The findings highlight how gender and cognitive abilities influence mathematics-related
anxiety and coping mechanisms. Women and higher math anxiety tend to rely on external
support and tend to seek alternative learning strategies, while men and lower math anxiety

prefer individual effort and perseverance . These insights underline the importance of
tailoring support strategies to the specific needs of learners who dislike mathematics.

Communication 6

Subjective perception of Fear of Public Speaking. A mixed-methods research

Abstract

Introduction: Several studies have indicated that the tendency to lie is more prevalent
in adolescents compared to children and adults (Buta et al., 2020; DePaulo et al.,
1996; Levine et al., 2013). Studying the motivations behind this behaviour can be
essential to gaining a deeper understanding of this phenomenon.
Objective: Study the different reasons for lying among the adolescent population.
Method: The methodology used was Mixed Methods Research (MMR). The sample
consisted of a total of 433 adolescents (M=12.77; SD=.97) from the general population
of the State of Jalisco, Mexico (42.60% women). For data collection, the CEMA-A
questionnaire (Armas-Vargas, 2023) and an open-ended question about the main
reasons for lying were used. For quantitative data analysis, the SPSS program, v.26,
was used, and for qualitative analysis, the lexical analysis software IRAMUTEQ 0.8a7
was employed.
Results: The MANOVA was significant for the interaction of gender and age variables.
The analysis of qualitative responses allowed the extraction of two classes: "avoiding
harm or punishment" (34%) and "hiding information" (66%). Significant relationships
were observed between this two classes and the study’s different quantitative
variables.
Conclusion: This research contributes to the existing literature by providing novel data
on the motives that drive the lying behaviour in adolescents. We highlighted the
importance of using MMR and suggest continuing this line of study with a sample of
older participants.

Abstract

Introduction. Fear of Public Speaking (FoPS) or Public Speaking Anxiety (PSA), considered a
specific subtype of Social Anxiety Disorder, profoundly affects the personal, academic, and
professional spheres. This phenomenon is characterized by cognitive, emotional, and physical
manifestations that limit the performance and social interactions of those who experience it.
Objectives. The relationship between Fear of Public Speaking and its associated manifestations
is explored through a mixed research approach. Methodology. A sample of 436 university
students (26% male, 74% female; mean age = 21.1 ± 3.46 years) was obtained through
convenience sampling. Participants were classified into different anxiety levels using the Social
Anxiety Questionnaire for Adults (SAQ-A30). Quantitative analyses were performed with SPSS
v.29 software, while qualitative data, derived from open-ended responses on thoughts,
emotions, and physical symptomatology, were processed with ALCESTE software. Results.
Preliminary findings revealed significant differences by gender and anxiety level, both
quantitatively and qualitatively. Textual analysis identified three distinct thematic classes,
revealing differentiated patterns in participants' perceptions and the strategies they
employed. Discussion. The adoption of mixed methods research is emphasized as essential for
gaining a deeper understanding of complex phenomena within the field of Behavioral Sciences.

Communication 5

Multipotentiality in university students and its relationship with gender, high abilities and entrance score

Abstract

Las metodologías mixtas combinan enfoques cualitativos y cuantitativos en la investigación, permitiendo una comprensión más completa y profunda de los fenómenos estudiados. Esta estrategia metodológica es fundamental para abordar problemas complejos, ya que aprovecha las fortalezas de ambos enfoques: la profundidad y riqueza del análisis cualitativo junto con la precisión y generalizabilidad de los datos cuantitativos.
La aplicación de las metodologías mixtas es especialmente útil en disciplinas como las ciencias sociales, la educación y la salud, donde los fenómenos a estudiar requieren tanto mediciones numéricas como interpretaciones contextuales. Por ejemplo, en estudios sobre la satisfacción del paciente en hospitales, se pueden emplear encuestas estructuradas para obtener datos cuantitativos y entrevistas en profundidad para comprender mejor las experiencias personales.
En definitiva, el uso de metodologías mixtas en la investigación permite una visión más holística y precisa, facilitando la toma de decisiones fundamentadas y el diseño de estrategias más efectivas en diversos campos del conocimiento.