<?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>1665-2436</journal-id>
<journal-title><![CDATA[Revista latinoamericana de investigación en matemática educativa]]></journal-title>
<abbrev-journal-title><![CDATA[Relime]]></abbrev-journal-title>
<issn>1665-2436</issn>
<publisher>
<publisher-name><![CDATA[Comité Latinoamericano de Matemática Educativa A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1665-24362025000100203</article-id>
<article-id pub-id-type="doi">10.12802/relime.2025.28.e673</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Instrumentos para la medición de la autoeficacia matemática en Educación Primaria: una revisión sistemática]]></article-title>
<article-title xml:lang="en"><![CDATA[Measuring instruments for mathematical self-efficacy in Primary Education: a systematic literature review]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sukunza-Pagola]]></surname>
<given-names><![CDATA[Mikel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Berciano Alcaraz]]></surname>
<given-names><![CDATA[Ainhoa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Marbán]]></surname>
<given-names><![CDATA[José María]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Euskal Herriko Unibertsitatea  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>España</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Valladolid  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>España</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2025</year>
</pub-date>
<volume>28</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-24362025000100203&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-24362025000100203&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-24362025000100203&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El número de trabajos sobre la autoeficacia matemática ha ido en aumento en los últimos años, destacando su correlación con el rendimiento académico y otros constructos del dominio afectivo. Ante la diversidad de herramientas utilizadas para medir dicho constructo y con el objetivo de conocer cómo y con qué herramientas se ha medido entre el alumnado de Educación Primaria, se plantea una revisión sistemática de la literatura aplicando el protocolo Prisma 2020. Los resultados muestran una amplia variedad de herramientas, que no siempre han sido elaboradas atendiendo a la especificidad de dominio, la adecuación a la población objetivo o la propia redacción de los ítems, que pueden estar relacionados con otros constructos similares a la autoeficacia. Se concluye que persiste la problemática señalada por diversos autores y se propone identificar herramientas válidas y fiables para mejorar futuras investigaciones y la práctica docente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The number of studies analyzing mathematical self-efficacy has increased in recent years, highlighting its correlation with academic performance and other constructs within the affective domain. Given the diversity of instruments used to assess this construct and with the aim of understanding how and with which tools mathematical self-efficacy has been measured among primary education students, a systematic review of the scientific literature was conducted following the PRISMA 2020 protocol. The results reveal a wide variety of tools, many of which were not developed with sufficient attention to domain specificity, appropriateness for the target population, or item wording, which in some cases may reflect constructs related to but distinct from self-efficacy. It is concluded that the concerns raised in the literature remain unresolved, and the identification of valid and reliable instruments is proposed to support future research and improve educational practice.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O número de estudos que analisam a autoeficácia matemática tem aumentado nos últimos anos, destacando-se sua correlação com o desempenho acadêmico e outros constructos do domínio afetivo. Diante da diversidade de instrumentos utilizados para avaliar esse constructo e com o objetivo de compreender como e com quais ferramentas a autoeficácia matemática tem sido medida entre alunos do Ensino Fundamental, foi realizada uma revisão sistemática da literatura científica, seguindo o protocolo PRISMA 2020. Os resultados revelam uma ampla variedade de ferramentas, muitas das quais não foram elaboradas considerando adequadamente a especificidade do domínio, a adequação ao público-alvo ou a formulação dos itens, que por vezes abordam constructos relacionados, mas distintos da autoeficácia. Conclui-se que a problemática apontada na literatura permanece sem solução, sendo recomendada a identificação de instrumentos válidos e confiáveis para apoiar futuras pesquisas e melhorar a prática docente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé Le nombre d&#8217;études portant sur l&#8217;auto-efficacité en mathématiques a augmenté ces dernières années, mettant en évidence sa corrélation avec la performance académique et d&#8217;autres construits du domaine affectif. Face à la diversité des instruments utilisés pour mesurer ce construit et dans le but de comprendre comment et avec quels outils l&#8217;auto-efficacité en mathématiques a été évaluée chez les élèves de l&#8217;enseignement primaire, une revue systématique de la littérature scientifique a été menée selon le protocole PRISMA 2020. Les résultats révèlent une grande variété d&#8217;instruments, dont beaucoup n&#8217;ont pas été conçus en tenant compte de la spécificité du domaine, de l&#8217;adéquation à la population cible ou de la formulation des items, qui peuvent parfois porter sur des construits proches mais différents de l&#8217;auto-efficacité. Il est conclu que la problématique soulevée dans la littérature demeure non résolue, et l&#8217;identification d&#8217;instruments valides et fiables est proposée afin de soutenir les recherches futures et d&#8217;améliorer la pratique enseignante.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Autoeficacia Matemática]]></kwd>
<kwd lng="es"><![CDATA[Educación Primaria]]></kwd>
<kwd lng="es"><![CDATA[Instrumento]]></kwd>
<kwd lng="es"><![CDATA[Medición]]></kwd>
<kwd lng="es"><![CDATA[Revisión sistemática]]></kwd>
<kwd lng="en"><![CDATA[Mathematical self-efficacy]]></kwd>
<kwd lng="en"><![CDATA[Primary education]]></kwd>
<kwd lng="en"><![CDATA[Instrument]]></kwd>
<kwd lng="en"><![CDATA[Measurement]]></kwd>
<kwd lng="en"><![CDATA[Systematic review]]></kwd>
<kwd lng="pt"><![CDATA[Autoeficácia matemática]]></kwd>
<kwd lng="pt"><![CDATA[Ensino fundamental]]></kwd>
<kwd lng="pt"><![CDATA[Instrumento]]></kwd>
<kwd lng="pt"><![CDATA[Avaliação]]></kwd>
<kwd lng="pt"><![CDATA[Revisão sistemática]]></kwd>
<kwd lng="fr"><![CDATA[Auto-efficacité Mathématique]]></kwd>
<kwd lng="fr"><![CDATA[Enseignement primaire]]></kwd>
<kwd lng="fr"><![CDATA[Instrument]]></kwd>
<kwd lng="fr"><![CDATA[Mesure]]></kwd>
<kwd lng="fr"><![CDATA[Revue systématique]]></kwd>
</kwd-group>
</article-meta>
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