Evaluación de las actitudes, motivación e intereses lectores en preadolescentes y adolescentes

Artola, Teresa; Sastre, Santiago; Jiménez-Blanco, Amelia; Alvarado, Jesús M.

doi:10.25115/ejrep.v19i55.3923

Cited by 4 publications

(3 citation statements)

References 18 publications

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“…In spite of that, the results herein reported for the naming unrelated words task are in consonance with those described by the authors of the assessing instrument, who found no differences among genders [47]. Regarding the differences found in the metaphor generation and alternate uses task, they may be associated with multiple factors, such as cognitive abilities, preferences or stereotypical factors, which may favor engagement with the task [65][66][67]. In the case of the metaphor generation task, equivalent differences among genders were found for first-year secondary school Spanish students [60], whereas for the alternate uses tasks, studies using the instrument herein reported reached contrary results [57,68].…”

Section: Discussionsupporting

confidence: 90%

Assessing the Linguistic Creativity Domain of Last-Year Compulsory Secondary School Students

Pont-Niclòs,

Echegoyen-Sanz,

Martín-Ezpeleta

2024

Education Sciences

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The importance of creativity in the training of people gained special relevance with the PISA Tests of the OECD, which, for the first time, evaluated the general creativity of 15-year-old students in 2022. This descriptive and quantitative study focuses on the evaluation of linguistic creativity, using different classical instruments to measure divergent thinking and adding new ones, such as metaphorical capacity. Participants were 454 students in their last year of secondary education from eight Spanish educational centers. Results indicate moderate performance in divergent thinking tasks, with students exhibiting limitations in generating novel metaphors, often resorting to literal responses. Statistically significant differences according to gender were found in metaphor generation and in the alternate uses task. A correlation study reveals significant associations between metaphor generation and divergent thinking tasks. These highlight the differential role of semantic memory and cognitive processes involved in metaphor generation and divergent thinking. Finally, this study underlines the complexities and multicomponent nature of creativity as a first step to develop educational policies and interventions targeting creativity. Overall, the importance of addressing creativity in a transdisciplinary way and training teachers on techniques to channel creativity are highlighted, such as through the design of challenges or writing workshops.

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Section: Discussionsupporting

confidence: 90%

Assessing the Linguistic Creativity Domain of Last-Year Compulsory Secondary School Students

Pont-Niclòs,

Echegoyen-Sanz,

Martín-Ezpeleta

2024

Education Sciences

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“…Estos datos, referidos a la autopercepción de estudiantes mexicanos del nivel educativo señalado, son consistentes con lo encontrado en otros trabajos acerca del desempeño lector de población con características similares, como el de Gómez (2020), donde las/los estudiantes de bachillerato tecnológico obtienen puntajes por debajo de lo que logran sus pares del bachillerato general. Sin embargo, con relación al género, mientras la tabla anterior indica que los hombres tienen mejor percepción sobre su comprensión lectora respecto a las mujeres, esto no resulta consistente con lo encontrado en otros estudios respecto al desempeño (Errázuriz et al, 2020;Andrade & Utria, 2021;Artola et al, 2021), donde las mujeres obtienen mejores puntuaciones que los hombres.…”

Section: Autopercepción Como Lectores Y Escritoresunclassified

Autopercepción de estudiantes de bachillerato como lectores y escritores

González de la Torre,

Jiménez Mora

2023

Cuad. Investig. Educ.

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El objetivo central de este trabajo fue explorar la percepción que tienen de sí mismos como lectores y escritores los estudiantes de bachillerato, desde la premisa de que, para indagar sobre su desempeño en estas tareas, se requiere una comprensión más precisa de la forma en que la actividad escolar moldea sus nociones sobre lo que es ser lectores y escritores competentes. Se aplicó un cuestionario sobre autopercepción lectora y escritora a una muestra de 224 estudiantes de dos bachilleratos ofrecidos en escuelas públicas de Guadalajara, México. El análisis de los datos se concentró en tres bloques: autopercepción de los estudiantes para la lectura y la escritura, demandas de lectura y escritura presentes en su entorno escolar, y causas atribuidas a un buen desempeño lector y escritor. Los resultados muestran que las/los estudiantes consideran que son mejores lectores que escritores, sin embargo, reconocen dificultades para la comprensión lectora y redacción de textos, mientras que atribuyen las diferencias en su desempeño a causas como la motivación hacia el estudio y la intervención de las/los docentes. Se concluye señalando la necesidad de que, durante la actividad escolar, sean promovidas estrategias para mejorar la lectura y escritura, independientemente de la asignatura o disciplina que se estudie.

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“…The learning process requires both cognitive and affective-motivational factors, making motivation a determining factor in education (Buckley & Doyle, 2016;Artola et al, 2021). Gamification in educational contexts emerges from the premise that incorporating game elements into serious contexts can make learning more fun and engaging (Lee & Hammer, 2011;Kapp, 2012;Li & Chu, 2020).…”

Section: Gamification In Educationmentioning

confidence: 99%

Gamification in the Portuguese Language Subject: A Review of Two E-Learning Platforms

2023

Education and New Developments 2023 – Volume 2

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The study presented in this paper is part of a master's investigation project that aims to design a gamified interface to engage young students with school literature. Recognizing the importance of reading in human development and the urgency of addressing the progressive disinterest of young people in this activity, associated with technological progression and reduced contact with books, it becomes relevant to explore the relation that the study of school literature currently has with the available learning technologies. The educational reality during the pandemic also highlighted the importance and convenience of e-learning platforms that support distance learning and self-study. These e-learning platforms often use multimedia and gamification strategies that, when well designed, demonstrate to be able to increase the quality, effectiveness, and motivation of students in learning processes. Thus, this study aims to identify and understand the current application of gamification in digital learning contexts, specifically in school literature, by analyzing gamified resources present in the Portuguese language discipline of two educational digital platforms from the two main publishing groups in Portugal: Escola Virtual, from Porto Editora, and Aula Digital, from LeYa. The methodology adopted was case-study-based research. A literature review in the fields of e-learning and gamification was made, to select the criteria for the case studies analysis. The findings indicate that the implementation of gamification in digital educational resources, particularly in the school subject under examination of 7th, 8th and 9th grade, remains limited in terms of variety, and is primarily focused on quizzes. The few remaining resources fall under the category of serious games and seem to provide a more engaging experience by incorporating multiple game elements. In future studies, it is intended to understand this resources efficiency for students and teachers through empirical research.

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Evaluación de las actitudes, motivación e intereses lectores en preadolescentes y adolescentes

Cited by 4 publications

References 18 publications

Assessing the Linguistic Creativity Domain of Last-Year Compulsory Secondary School Students

Assessing the Linguistic Creativity Domain of Last-Year Compulsory Secondary School Students

Autopercepción de estudiantes de bachillerato como lectores y escritores

Gamification in the Portuguese Language Subject: A Review of Two E-Learning Platforms

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