ABSTRACT The importance of the affective domain in maths learning has been analysed since the 1980s. Among the explanatory variables of this domain, this study focuses on attitude towards mathematics and its relationship with important personal and family variables. Specifically, it analyses relationships with the family environment, family communication, self-concept and resilience in a sample of 203 students in all four years of secondary education in a school located in a disadvantaged area. The main results show that attitude towards mathematics decreases from the first to the third year and goes up again in the fourth year. A better overall academic self-concept or mathematical self-concept is related to a more positive attitude towards mathematics. In the family, mothers exert a greater influence on this attitude than fathers. Finally, males have a more positive attitude towards mathematics, and in particular a higher mathematical self-concept, than females. The educational implications of the results are discussed, stressing the need to consider the affective domain in order to make educational interventions effective.

中文翻译：

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中学生对数学的态度。个人和家庭因素（Las actitudes hacia lasmatemáticasdel alumnado de secundaria。熟悉个人的因素）

摘要自1980年代以来，一直在分析情感领域在数学学习中的重要性。在这一领域的解释变量中，本研究集中于对数学的态度及其与重要的个人和家庭变量的关系。具体来说，它分析了位于贫困地区一所学校的所有四年中学教育中的203名学生的样本与家庭环境，家庭沟通，自我概念和韧性的关系。主要结果表明，对数学的态度从第一年到第三年下降，而在第四年又上升。更好的整体学术自我概念或数学自我概念与对数学更积极的态度有关。在家庭中，母亲对这种态度的影响要大于父亲。最后，男性对数学的态度比女性更积极，尤其是数学自我概念更高。讨论了结果的教育意义，强调需要考虑情感领域以使教育干预有效。