Indisciplina no PISA: entre o intra e o extraescolar

Abstract

<p>São objetivos deste trabalho: analisar o fenômeno da indisciplina escolar por meio dos dados do PISA 2012; aplicar um modelo de regressão linear multinível tendo o clima disciplinar como variável dependente; e identificar fatores explicativos intra e extraescolares associados à indisciplina. A contribuição mais significativa deste trabalho é apontar que a indisciplina parece ser mais dependente de fatores intra do que extraescolares. Variáveis clássicas como nível socioeconômico, tipo de escola e gênero não apresentaram poder explicativo sobre a indisciplina, o que tenciona a tese de que o fenômeno se associaria diretamente à origem social dos estudantes. A proporção de repetentes da escola se mostrou o fator de maior impacto na indisciplina.</p><p><strong>Palavras-chave:</strong> Indisciplina Escolar; PISA; Regressão Linear Multinível; Comportamento do Aluno.</p><p> </p><p><strong><em>Indisciplina en el PISA: entre lo intra y lo extraescolar</em></strong></p><p><em>Son los siguientes los objetivos de este trabajo: analizar el fenómeno de la indisciplina escolar por medio de los datos del PISA 2012; aplicar un modelo de regresión lineal multinivel con el clima disciplinar como variable dependiente; e identificar factores explicativos intra y extraescolares asociados a la indisciplina. La contribución más significativa de este trabajo es la de señalar que la indisciplina parece ser más dependiente de factores intra que extraescolares. Variables clásicas como el nivel socioeconómico, el tipo de escuela y el género no presentaron poder explicativo sobre la indisciplina, lo que proyecta la tesis de que el fenómeno se asociaría directamente al origen social de los estudiantes. La proporción de repetidores de la escuela se mostró el factor de mayor impacto en la indisciplina.</em></p><p><em><strong>Palabras-clave:</strong> Indisciplina Escolar; PISA; Regresión Lineal Multinivel; Comportamiento del Alumno.</em></p><p><em> </em></p><p><strong><em>Indiscipline in PISA: between intra- and extra-school factors</em></strong></p><p><em>This study aims to analyze the phenomenon of school discipline using data from the PISA 2012; to apply a multilevel linear regression model considering the disciplinary climate as the dependent variable and to identify explanatory intra and extra-school factors associated with discipline. The most significant contribution of this paper is to point out that the discipline issue seems to be more dependent on intra than extra school factors. Classical variables such as socioeconomic status, type of school and gender had no influence on discipline, presupposing the idea that the phenomenon is directly associated to students’ social background. The proportion of repeat students in school proved to be the factor of greatest impact on discipline.</em></p><p><em><strong>Keywords:</strong> School Indiscipline; PISA; Multilevel Linear Regression; Student Behavior.</em></p>

Does school impact adolescents’ life satisfaction differently for students of different socio-economic status? A comparative study in 33 countries

“…Moreover, to deal with missing data, the analysis excludes those countries where the proportion of missing data in variables of interest was above 20%. In the countries included in the analysis, I used listwise deletion, which is common in multilevel analyses using PISA data (Da Silva & Matos, 2017;Schirripa, Salvati, D'Agostino, & Nicaise, 2018;Tsai, Smith, & Hauser, 2018;van Hek, Kraaykamp, & Pelzer, 2018).…”

“…Third, LS data are often negatively skewed and this might affect the validity of some of the results. Fourth, despite adopting a rather conservative approach to deal with missing data -which has previously been applied in multilevel analysis using PISA data (Da Silva & Matos, 2017;Schirripa et al, 2018;Tsai et al, 2018;van Hek et al, 2018)-levels of missing data in some cases may affect the validity of the results presented in some models. Fifth, although solid evidence on the links between school, SES and LS are presented in this study, causal methods were not used and, therefore, caution is needed when interpreting this evidence.…”

Does school impact adolescents’ life satisfaction differently for students of different socio-economic status? A comparative study in 33 countries

“…Moreover, to deal with missing data, the analysis excludes those countries where the proportion of missing data in variables of interest was above 20%. In the countries included in the analysis, I used listwise deletion, which is common in multilevel analyses using PISA data (Schirripa et al 2018, Tsai et al 2018, van Hek et al 2017, Da Silva and Matos 2017.…”

“…Third, LS data are often negatively skewed and this might affect the validity of some of the results. Fourth, despite adopting a rather conservative approach to deal with missing data -which has previously been applied in multilevel analysis using PISA data (Schirripa et al 2018, Tsai et al 2018, van Hek et al 2017, Da Silva and Matos 2017-levels of missing data in some cases may affect the validity of the results presented in some models. Fifth, although solid evidence on the links between school, SES and LS are presented in this study, causal methods were not used and, therefore, caution is needed when interpreting this evidence.…”

Percepções Sobre O Comportamento De Indisciplina De Meninas E Meninos Na Escola

“…Em seu conjunto, esses dados indicam que, conforme Silva e Matos (2017), a indisciplina parece de fato ter se tornado um fenômeno bastante comum e generalizado no ambiente escolar. Não por acaso, a literatura acadêmica indica que ela tende a se constituir em uma das principais queixas dos docentes, ao gerar prejuízos ao processo de ensino-aprendizagem, constituindo-se em importante fator para explicar as oportunidades desiguais de aprendizado dos/as estudantes (Estrela, 1992;Silva & Matos, 2017).…”