Clima Escolar, Autoconcepto académico y Calidad de Vida en alumnos/as de aulas culturalmente diversas

Ubach, Sònia Lahoz i

doi:10.4067/s0718-07052021000100007

Cited by 3 publications

(2 citation statements)

References 51 publications

(88 reference statements)

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“…Overall, constructs of classroom climate, life satisfaction, academic self-concept and quality of life in Chilean schools indicate a positive and mutually reinforcing relationship between these more specific substrands 25,26 . Further recent research indicate that schools reproduce and even amplify positive and negative aspects of wider society are reproduced, making them key and necessary sites for public policies are a key setting for interventions that promote public policies for integration and inclusion, and overcoming the intersectional compounding of iniquity 27 .…”

mentioning

confidence: 91%

The roles of age, gender, and migration in shaping adolescent student satisfaction within Chilean schools

Céspedes,

Leigh,

Leigh

et al. 2024

Sci Rep

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This study has a quantitative cross-sectional design that aims to investigate the relationships between gender, age, status (migrant or Chilean-born), educational satisfaction, and overall life satisfaction among adolescent students in 7th and 8th grades of the Chilean educational system. The sample includes 406 students from four municipal public educational centers located in the Santiago district of the Metropolitan Region of Chile, with at least 20% migrant enrollment. The data were analyzed using quantitative methods using the R language, with descriptive analysis, cross-tabulation analysis, and independence tests. The packages used were: ggplot2, tidyverse and ggstatplot. The study found that age has an impact on the level of satisfaction with education and relationships formed with peers. Specifically, younger students expressed higher levels of satisfaction in these areas compared to older students. Moreover, foreign students showed a statistically significant difference in relation to age range, suggesting that as these students grow older, they tend to become less satisfied with the relationships they form with their classmates. In contrast, no statistically significant difference was found among Chilean students, indicating that the findings discussed here may not be generalizable to this specific population. The analysis also indicates a significant difference in the entire sample, suggesting a correlation between age range and level of satisfaction with schooling.

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mentioning

confidence: 91%

The roles of age, gender, and migration in shaping adolescent student satisfaction within Chilean schools

Céspedes,

Leigh,

Leigh

et al. 2024

Sci Rep

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“…La primera tendencia observada tiende a asociar el clima de aula con la socioemocionalidad y las relaciones socioafectivas existentes entre los miembros de la comunidad educativa (estudiantes, docentes y directivos); además, los estudios mencionan la percepción que estos presentan sobre el clima escolar a partir de sus experiencias vividas en los establecimientos (Berger et al, 2013;Pava y Rozo, 2012;Gálvez et al, 2018;López et al, 2018;Guerra et al, 2012;Peñalva et al, 2015;Muñoz et al, 2014;Lahoz, 2021;Fierro-Suero et al, 2021;Enríquez et al, 2021;Navarro y Cantillo, 2018;Gazmuri et al, 2015;Gutiérrez y Sánchez, 2021).…”

Section: Socioemocionalidad Y Relaciones Socioafectivasunclassified

influencia del clima escolar en el aprendizaje

Mardones Soto

2023

Rev. real. educ.

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El clima escolar tiene un papel fundamental en el aprendizaje de los estudiantes, puesto que incide en la pertenencia y el sentir del alumnado con su entorno. Este artículo presenta una revisión sistemática de estudios empíricos sobre el tema mediante el método PRISMA, y tiene como objetivo identificar los factores del clima escolar que influyen en el aprendizaje de los alumnos, verificando la relevancia de un clima positivo. Los resultados obtenidos muestran que un clima desfavorable disminuye la motivación y la participación e induce la falta de compromiso, problemas para que los estudiantes gestionen sus emociones y su sentido de pertenencia, además de dificultar el desarrollo de sus relaciones socioafectivas. Se considera que los factores mencionados influyen en el aprendizaje de los estudiantes, lo que se comprueba en el rendimiento académico individual. Las conclusiones señalan la necesidad de considerar estos vectores educativos para optimizar el aprendizaje y los resultados de las evaluaciones.

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Mapeamento das produções científicas sobre o clima escolar: Revisão integrativa

Danzmann,

Silva,

Silva

et al. 2024

Estud. Aval. Educ.

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Este estudo buscou mapear as produções científicas nacionais e internacionais referentes ao clima escolar. Para isso foi realizada uma revisão integrativa da literatura, adotando- -se o recorte temporal de 2019 a 2023. Foram selecionados 16 artigos que abordaram diferentes concepções sobre clima escolar, os quais foram submetidos a análise conceitual e metodológica. A análise indicou uma diversidade de conceitos e instrumentos utilizados para a avaliação do clima escolar e a predominância de estudos internacionais quantitativos. A necessidade de estudos no contexto nacional é essencial diante dos impactos que o clima escolar exerce no bem-estar, na qualidade de vida e no processo educacional dos estudantes.

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Clima Escolar, Autoconcepto académico y Calidad de Vida en alumnos/as de aulas culturalmente diversas

Abstract: Esta investigación se ha realizado dentro del proyecto FONDECYT de Postdoctorado N° 3170528 subvencionado por la

Cited by 3 publications

References 51 publications

The roles of age, gender, and migration in shaping adolescent student satisfaction within Chilean schools

The roles of age, gender, and migration in shaping adolescent student satisfaction within Chilean schools

influencia del clima escolar en el aprendizaje

Mapeamento das produções científicas sobre o clima escolar: Revisão integrativa

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