<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1561-3194</journal-id>
<journal-title><![CDATA[Revista de Ciencias Médicas de Pinar del Río]]></journal-title>
<abbrev-journal-title><![CDATA[Rev Ciencias Médicas]]></abbrev-journal-title>
<issn>1561-3194</issn>
<publisher>
<publisher-name><![CDATA[Editorial Ciencias Médicas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1561-31942023000600008</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Factores socio-demográficos implicados en la relación entre la ansiedad hacia las matemáticas y el rendimiento matemático: una revisión paraguas]]></article-title>
<article-title xml:lang="en"><![CDATA[Socio-demographic factors involved in the relationship between mathematics anxiety and mathematics achievement: an umbrella review]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Crespo-Díaz]]></surname>
<given-names><![CDATA[Lenna María]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hernández-Aguilar]]></surname>
<given-names><![CDATA[Beatriz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gaya-Vázquez]]></surname>
<given-names><![CDATA[José Antonio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alomá-Bello]]></surname>
<given-names><![CDATA[Melissa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nuñez-Raventós]]></surname>
<given-names><![CDATA[Susana del Rosario]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Estévez-Pérez]]></surname>
<given-names><![CDATA[Nancy]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Centro de Neurociencias de Cuba Cubanacán ]]></institution>
<addr-line><![CDATA[Playa, La Habana ]]></addr-line>
<country>Cuba</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2023</year>
</pub-date>
<volume>27</volume>
<numero>5</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S1561-31942023000600008&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S1561-31942023000600008&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S1561-31942023000600008&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN  Introducción:  diversos estudios proveen evidencias sobre la asociación negativa entre la ansiedad hacia las matemáticas y el rendimiento matemático. Sin embargo, no hay consenso sobre los factores que moderan esta relación. La presente investigación sintetizó los resultados en relación al vínculo entre ansiedad hacia las matemáticas y rendimiento matemático, así como determinadas variables que influyen en dicho vínculo.  Métodos:  se realizó un estudio de revisión paraguas de meta-análisis realizados entre los años 2015-2022, que incluyeron un total de 505 estudios.  Discusión:  los resultados confirman la asociación negativa entre ansiedad hacia las matemáticas y el rendimiento matemático. Esta relación se extiende desde la enseñanza primaria hasta la adultez, y no es específica del contexto académico. Durante la enseñanza primaria se establecen correlaciones más débiles, mientras que las correlaciones más fuertes se identifican en secundaria y preuniversitario. Dicha asociación es similar para ambos sexos, y varía entre regiones geográficas. Específicamente, fue más fuerte en estudiantes asiáticos, que en estudiantes europeos y estadounidenses.  Conclusiones:  los resultados recomiendan realizar futuros esfuerzos de investigación para desarrollar acciones de identificación temprana de niños en riesgo de sufrir ansiedad hacia las matemáticas y apoyarlos para incrementar su rendimiento en este dominio del conocimiento en escenarios docentes y de la vida cotidiana donde este dominio del conocimiento es relevante para la toma de decisiones y el éxito individual. Asimismo, aporta elementos al debate sobre la AM como un trastorno específico de ansiedad y su inclusión en los manuales de diagnóstico de los trastornos mentales.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT  Introduction:  several studies provide evidence on the negative association between mathematics anxiety and mathematics achievement. However, there is no consensus on the factors that moderate this relationship. The present research synthesized the results in relation to the association between mathematics anxiety and mathematics achievement, as well as certain variables that influence this link.  Methods:  an umbrella review of meta-analyses conducted between 2015-2022, including a total of 505 studies.  Discussion:  the results confirm the negative association between math anxiety and mathematics achievement. This relationship extends from elementary school to adulthood, and is not specific to the academic context. Weaker correlations are established during primary school samples, while the strongest correlations are identified in secondary school and pre-university groups. This association is not influenced by gender, and varies between geographic regions. Specifically, it was stronger in Asian students, compared to European and American students.  Conclusions:  the results suggest the need of future research efforts to design actions for the early identification of children at risk of math anxiety and support them, in order to increase their performance in this domain of knowledge in academic and everyday life settings where Mathematics is relevant for decision making and individual success. It also contributes elements to the debate on MA as a specific anxiety disorder and its inclusion in the diagnostic manuals of mental disorders.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[ANSIEDAD HACIA LAS MATEMÁTICAS]]></kwd>
<kwd lng="es"><![CDATA[RENDIMIENTO MATEMÁTICO]]></kwd>
<kwd lng="es"><![CDATA[REVISIÓN PARAGUAS]]></kwd>
<kwd lng="es"><![CDATA[OBSERVATORIO DE NEUROCIENCIAS Y NEURODESARROLLO]]></kwd>
<kwd lng="en"><![CDATA[MATHEMATICS ANXIETY]]></kwd>
<kwd lng="en"><![CDATA[MATHEMATICS PERFORMANCE]]></kwd>
<kwd lng="en"><![CDATA[UMBRELLA REVIEW]]></kwd>
<kwd lng="en"><![CDATA[OBSERVATORY OF NEUROSCIENCES AND NEURODEVELOPMENT]]></kwd>
</kwd-group>
</article-meta>
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