**AMA 10th edition**

**In-text citation:** (1), (2), (3), etc.

**Reference:** Ignacio NG, Nieto LJB, Barona EG. The Affective Domain in Mathematics Learning. *INT ELECT J MATH ED*. 2006;1(1), 16-32.

**APA 6th edition**

**In-text citation:** (Ignacio et al., 2006)

**Reference:** Ignacio, N. G., Nieto, L. J. B., & Barona, E. G. (2006). The Affective Domain in Mathematics Learning. *International Electronic Journal of Mathematics Education, 1*(1), 16-32.

**Chicago**

**In-text citation:** (Ignacio et al., 2006)

**Reference:** Ignacio, Nuria Gil, Lorenzo J. Blanco Nieto, and Eloísa Guerrero Barona. "The Affective Domain in Mathematics Learning". *International Electronic Journal of Mathematics Education* 2006 1 no. 1 (2006): 16-32.

**Harvard**

**In-text citation:** (Ignacio et al., 2006)

**Reference:** Ignacio, N. G., Nieto, L. J. B., and Barona, E. G. (2006). The Affective Domain in Mathematics Learning. *International Electronic Journal of Mathematics Education*, 1(1), pp. 16-32.

**MLA**

**In-text citation:** (Ignacio et al., 2006)

**Reference:** Ignacio, Nuria Gil et al. "The Affective Domain in Mathematics Learning". *International Electronic Journal of Mathematics Education*, vol. 1, no. 1, 2006, pp. 16-32.

**Vancouver**

**In-text citation:** (1), (2), (3), etc.

**Reference:** Ignacio NG, Nieto LJB, Barona EG. The Affective Domain in Mathematics Learning. INT ELECT J MATH ED. 2006;1(1):16-32.

# Abstract

The present work set out to analyze the beliefs, attitudes, and emotional reactions that students experience in the process of learning mathematics. The aim was to be able to demonstrate that the existence of positive attributes, beliefs, and attitudes about themselves as learners are a source of motivation and expectations of success in dealing with this subject. We used a sample of 346 students of the second cycle of Obligatory Secondary Education (ESO) of high schools in Badajoz. The participants responded to a questionnaire on beliefs and attitudes about mathematics. It was found that neither the students' gender nor their year of studies influenced their beliefs about their self-concept of mathematics.