Academic Performance of students from different socio-economic levels in universities: The case of the Catholic University of Chile

Catalán, Ximena; Santelices, María Verónica

doi:10.31619/caledu.n40.65

Cited by 8 publications

(9 citation statements)

References 2 publications

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“…The school not only cannot instal added value in the poorest students, but also increases cultural capital gaps between social classes during the school trajectory (Donoso and Hawes, 2002). This inequality continues in the processes of higher education admission, because although the UST is aligned with the curricular contents of Secondary Education, not all schools reach the same curricular coverage (Catalan and Santelices, 2014). Therefore, in contexts of educational segmentation, cultural capital significantly affects the school experience, its quality and projection, which makes the UST an extension of the inequalities of origin (Contreras, Corbalán and Redondo, 2007; Contreras, Gallegos and Meneses, 2009; Larroucau, Ríos and Mizala, 2015).…”

Section: Discussionmentioning

confidence: 99%

First Generation in Chilean Higher Education: Tension between Access and Inclusion in a Segmented University System

Arriagada

Garcés

2021

Bull Latin American Res

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We analysed the Chilean university student selection processes, comparing ‘First Generation’ and ‘Continuist’ students, using the Chilean Higher Education population databases (2000–2015). Findings confirm that 60 percent of participants in the selection process are First Generation students. The data registers an increasing self‐exclusion phenomenon. Of the students who did not take the selection test after enrolling, 80 percent are First Generation and 18 are enrolled in a selective university, compared to 44 in the Continuist conglomerate. These differences may be explained by cultural capital in the Bourdieu sense, in conjunction with a diversified, massified and marketalised higher education system.

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Section: Discussionmentioning

confidence: 99%

First Generation in Chilean Higher Education: Tension between Access and Inclusion in a Segmented University System

Arriagada

Garcés

2021

Bull Latin American Res

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“…However, in practical terms, performance is usually measured from classroom assessments that do not necessarily entail associated standardizations. Performance is commonly considered as the level of achievement that a student obtains in their training process, expressed through a numerical assessment [82]. Their relationship has been investigated and described as an academic precedent for dropping out of studies where the score in the University Selection Test (PSU) has been the most used in the Chilean context [83,84].…”

Section: Academic Variables and University Dropout Intentionmentioning

confidence: 99%

Early and Dynamic Socio-Academic Variables Related to Dropout Intention: A Predictive Model Made During Pandemic

Albornoz¹,

Infante-Villagrán²,

Galve-González³

et al. 2021

Preprint

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Social and academic integration variables have shown to be relevant for the understanding of university dropout. However, there is less evidence regarding the influence of these variables on dropout intention, as well as predictive models that explain their relationships. Improvements in this topic become relevant considering that dropout intention stands as a useful measure to anticipate and intervene on this phenomenon. The objective of the present study was to evaluate a predictive model for the university dropout intention that considers the relationships between social and academic variables, during the first university semester of 2020. The research was carried out using a cross-sectional associative-predictive design, with a convenience sampling (n=711) due the restrictions of pandemic period. The results showed a good fit of the proposed hypothetical model that explains 38.7% of dropout intention. Both social support and perceived social isolation predicted the sense of belonging, and through it, engagement. Previous academic performance predicted early academic performance, and through it, engagement. The set of variables predicted the intention to quit, through engagement. These results are a contribution both to the understanding of the phenomenon and to guide potential interventions in the early stages of the university experience.

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“…No obstante, el sistema de ingreso a carreras tradicionales vía pruebas estandarizadas sumado al rendimiento en la enseñanza media son indicadores que determinan si alguien tiene o no las capacidades apropiadas para cursar con éxito en un programa determinado (CRUCH, 2012). Adicionalmente, la evidencia nacional e internacional (Vergara y Peredo, 2017;Catalán y Santelices, 2014;Manzi, Bravo, Del Pino, Donoso, Martínez y Pizarro, 2006) indica que el mejor predictor antes de que ingrese un estudiante a una institución de educación terciaria es su desempeño académico, específicamente calificaciones obtenidas en la educación media y en segundo término, sus resultados en la PSU.…”

Section: Discusión Y Conclusionesunclassified

La retroalimentación: una estrategia reflexiva sobre el proceso de aprendizaje en carreras renovadas de educación superior

Bustamante

Godoy

Guerrero

2020

Cuad. Investig. Educ.

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Este estudio se centra en la elaboración de una estrategia formativa de retroalimentación generada por el equipo técnico de la Unidad de Mejoramiento Docente (UMD) para los estudiantes de nueve carreras renovadas de una universidad estatal regional. Se parte de las siguientes interrogantes: ¿Cómo aprende un estudiante universitario novel? ¿Cómo reflexiona el estudiante sobre su proceso de aprendizaje? ¿Existe una estrategia de retroalimentación en carreras universitarias? Se utilizó una investigación cualitativa de caso múltiple mediante una metodología mixta y diseño etnográfico, y para dicho fin el equipo de la UMD analizó dos documentos oficiales como referentes así como cuatro reuniones de trabajo y entrevistas semiestructuradas aplicadas a los estudiantes participantes de la intervención. Entre los principales resultados de esta estrategia aplicada por el equipo técnico se revela que el puntaje Prueba de Selección Universitaria (PSU) no se relaciona con su rendimiento académico aunque existen diferencias asociadas a factores escolares y aspectos personales de los estudiantes. Asimismo se manifiesta que contaron con diversas estrategias de preparación para el ingreso a la vida universitaria pero sin un acompañamiento efectivo. Adicionalmente, existe disconformidad sobre sus resultados académicos debido a problemas de adaptación universitaria, factores personales y la complejidad de las asignaturas. Por último, el estudio puntualiza la necesidad de fortalecer en los estudiantes las estrategias de aprendizaje de motivación, manejo de la ansiedad y planificación del estudio, todo ello sumado a las funciones cognitivas de precisión y exactitud, exploración sistemática y habilidades lingüísticas.

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Academic Performance of students from different socio-economic levels in universities: The case of the Catholic University of Chile

Cited by 8 publications

References 2 publications

First Generation in Chilean Higher Education: Tension between Access and Inclusion in a Segmented University System

First Generation in Chilean Higher Education: Tension between Access and Inclusion in a Segmented University System

Early and Dynamic Socio-Academic Variables Related to Dropout Intention: A Predictive Model Made During Pandemic

La retroalimentación: una estrategia reflexiva sobre el proceso de aprendizaje en carreras renovadas de educación superior

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