Estudiantes Resilientes en el Área de Matemática: Examinando los Factores Protectores y de Riesgo en un País Emergente

Abstract

La capacidad de niños y niñas para enfrentar y superar condiciones sociales y educativas adversas, presentando a pesar de ello buenos desempeños académicos, se denomina resiliencia socioeducativa. El objetivo fue determinar factores protectores y de riesgo-a nivel personal y contextual-respecto de la resiliencia educativa en matemática. La muestra quedó conformada por estudiantes resilientes y no resilientes, que rindieron el SIMCE de matemática entre los años 2011 y 2015 (N≈65000). El análisis se realizó mediante un modelo de regresión logística multinivel considerando la estructura jerárquica de los datos. Los resultados destacan como factores protectores la autoeficacia en matemática (1.71≤OR≤ 8.16) y autoeficacia (autoconfianza) general (1.56≤OR≤2.41). Entre los factores de riesgo se encuentran el menor respeto en el ambiente y violencia escolar (1.58≤OR≤2.66) y la menor participación en actividades escolares y culturales (1.63≤OR≤3.83).

Latent Regression Analysis Considering Student, Teacher, and Parent Variables and Their Relationship with Academic Performance in Primary School Students in Chile

“…On the contrary, bullying and parent/guardian discrimination/exclusion were the most relevant to decrease, in the mean, this performance. These results present an important degree of theoretical consistency with previous studies in terms of the prevalence of the self-efficacy factor in mathematics [ 25 , 29 , 30 , 31 , 33 , 34 , 37 , 57 ], and indicate that this internal attribute is associated with the learning processes responsible for satisfactory academic performance. In the field of language, the self-efficacy factor proves to be a relevant variable related to the development of language skills and interest in reading [ 24 , 53 , 94 ].…”

“…Understanding the factors that reinforce or hinder the educational development of vulnerable populations is crucial for creating equitable conditions and ensuring that all students have adequate opportunities for future success [ 19 , 20 , 21 ]. Protective and risk factors have been identified in socio-educational development processes that influence student performance and stability over time [ 22 , 23 , 24 , 25 , 26 ]. In addition, a consensus has been established regarding the reciprocal influence between individuals and the environment in these processes [ 16 ].…”

Students with Socioeconomic Disadvantages who have Academic Success in Language: Examining Academic Resilience in South America

“…20 The sampled population corresponds to resilient and non-resilient 4th grade students of urban educational establishments in Chile who took the SIMCE Language test between 2011 and 2015. The resilient group was obtained based on a composite index, used by Salvo-Garrito et al [47], formed by parent/guardian expectations in terms of the maximum academic development that their pupil should achieve, educational level of each parent or guardian, household income, computer possession, Internet connection, and the number of books in the home. These variables are similar to those used in the ESCS Test for social, cultural and economic status index, which is used by several authors to detect resilient students [25,[48][49][50].…”

Psychometric properties of the Teachers’ Sense of Efficacy Scale in a sample of Chilean public school teachers

“…As a result, there has recently been an increase in interest in its assessment, particularly at a time when schools are dealing with complex circumstances that make it difficult for them to achieve their goals ( Guangbao and Timothy, 2021 ). In the case of Chile, there is a structural problem posed by high socioeconomic-based segregation, which has affected students’ development of different skills and academic performance and has also affected their families ( Murillo and Garrido, 2017 ; Murillo et al, 2018 , 2023 ; Salvo-Garrido et al, 2020 ). As a result, the work of teachers has been hampered and, therefore, challenged; even more so if the management of favorable learning environments depends largely on the talent and self-efficacy of the teachers ( Bandura, 1995 ).…”