Rendimiento académico y su relación con variables socioemocionales en estudiantes chilenos de contextos vulnerables

Sagredo, Angélica Vera; Cerda, Gamal; Mendizábal, Estíbaliz Aragón; Wilson, Carlos Pérez

doi:10.5944/educxx1.28269

Cited by 8 publications

(3 citation statements)

References 43 publications

(32 reference statements)

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“…Thus, this work has demonstrated the existence of differences in the personal, family, and school variables depending on the territories analysed. The results of this research also contribute to laying the foundations to develop specific policies addressed for preventing and improving underachievement, in which the whole educational community should be involved (Vera Sagredo et al, 2021). In this sense, this article demonstrates that, in addition to the development of international common policies aimed at reducing educational problems-as is the case, for example, of those conducted in the European Unionevery country should develop its own robust policies aimed at improving students' academic performance, which should be based on the specific influence that each of the variables exerts on said performance.…”

Section: Discussionmentioning

confidence: 92%

Defining the profile of students with low academic achievement: A cross-country analysis through PISA 2018 data

2022

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The explanation of underachievement and the search for its associated factors have been of constant interest in educational research. In this regard, the number of variables that have been involved in its description and explanation has increased over the years, as has the number of studies at an international level on this topic. Although much research has focused on identifying the personal, family, and school aspects that exert the greatest influence on students’ low academic performance, the literature shows the need to study the differential effects of said variables according to the countries in which the studies are conducted. The objective of this article is therefore to analyse cross-national differences in the effect of personal, family, and school characteristics on students’ academic underachievement based on data derived from the Programme for International Student Assessment (PISA) 2018. Furthermore, it aims to identify the profile that characterises students with the lowest academic performance and to estimate the importance of the selected variables in explaining low achievement across countries. To reach these goals, the multivariate technique of decision trees through the binary CART (Classification and Regression Trees) algorithm was used, allowing the estimation of both a global model and nine specific models for each of the selected countries. The results show that, despite slight differences between the countries analysed, the variables that define the general profile of students with the lowest achievement and which have shown the strongest predictive capacity for low performance are mainly linked to the students themselves. These variables are followed in importance by family aspects, which present great differences between the territories that compose the sample. Finally, teacher and school variables have shown to have a low explanatory capacity in this study. It can therefore be concluded that, although personal characteristics continue to be those that best explain academic performance, a series of contextual variables, especially related to families, appear to influence academic achievement differentially and may even hide or cancel out certain personal characteristics.

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Section: Discussionmentioning

confidence: 92%

Defining the profile of students with low academic achievement: A cross-country analysis through PISA 2018 data

2022

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“…Academic performance may be related to socioemotional variables in children integrated in vulnerable contexts. Sagredo, Etchepare, Mendizábal and Wilson [8], in a study of Chilean children, about academic performance was related to cognitive factors, such as intelligence or metacognition, but also to socioemotional situations, including self-efficacy, satisfaction in school and level of commitment to the task.…”

Section: Proceedings Of Iceri2022 Conference 7th-9th November 2022mentioning

confidence: 96%

The Voices of Families and Children in Situations of Social and Economic Vulnerability: A Report of a Project

Mesquita¹,

Mesquita²,

Freire-Ribeiro³

2022

ICERI2022 Proceedings

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Taking as a reference the data from the report of the National Observatory for the Fight Against Poverty [1] and based on data from EU-SILC (2020), it is observed that 20% of the resident population in Portugal was in a condition of social and economic vulnerability, which corresponds to 1/5 of the resident population in Portugal. Another fact that the report highlights is related to the higher incidence of vulnerability in rural areas (21.1%), which presents a higher risk of poverty than in densely populated areas (13.3%) and medium populated areas (16.6%). Different studies such as those by Brandão [2], and Calejon [3] reveal that there is a relationship between the condition of social vulnerability of children and families and the school success of these children. Considering the right to quality education should be guaranteed to all children, it is important to know how these vulnerabilities and their consequences are perceived by families and children and how they may be conditioning their access to a quality education provided by the schools they attend. This paper presents a project that aims to study the paths of vulnerability and its possible causes through the voices of families and children who are in a condition of social and economic vulnerability. To this purpose, it will address the following question: what is the life path of families who are in a condition of social and economic vulnerability? Its objectives are: (i) to analyse the life path of families in a situation of social and economic vulnerability; (ii) to characterize the families in a situation of social and economic vulnerability, based on the voice of the actors; (iii) to understand the relation between the situation of vulnerability of families and children's school success; (iv) to analyse children's perception of their family situation and their school path; (v) to identify relevant mechanisms to prevent and/or overcome different social and economic vulnerabilities. Therefore, it focuses on eight families from the northern/interior region of Portugal and uses life narratives to survey the social reality under consideration. Hence, it is qualitative research, using semistructured interviews with two previously developed scripts (one for adults and the other for children). It is important to highlight the social impact of this study which will provide a deep knowledge of families and children in situations of social and economic vulnerability, allowing a better understanding about the impact that certain vulnerabilities may have on children's school success, and it will identify relevant mechanisms to prevent and/or overcome them. This information is not limited to its apparent descriptive nature, but it may constitute an important knowledge source to be considered in the development of future intervention proposals regarding the prevention of vulnerabilities that may emerge during the research, and, more specifically, of those that may be related to the (in)success at school of children who experience them.

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“…Al respecto, investigaciones recientes destacan a la indisciplina y el autoconcepto académico como factores personales significativos en las trayectorias de éxito y fracaso escolar, lo cual se ve potenciado por las características propias de la adolescencia y por factores como la convivencia escolar, donde esta última es especialmente preocupante en escuelas de contextos vulnerables, ya que son las que presentan una menor valorización del clima escolar interno (Vera et al 2021).…”

Section: Dimensión Individualunclassified

Los Estudiantes Que Sobran: Motivaciones Y Causas Del Fracaso Escolar en Jóvenes Estudiantes Chilenos

2022

CHAKIÑAN

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Las discusiones actuales sobre fracaso escolar han hecho hincapié en tres dimensiones íntimamente relacionadas, a saber: el individuo, el contexto escolar y el contexto familiar/comunitario. A su vez, han señalado la importancia de los contextos de vulnerabilidad para su estudio, especialmente en países como Chile, donde la educación ha vivido transformaciones estructurales que en las últimas décadas han agudizado problemas como la segregación y el deterioro de la calidad de la educación pública ofrecida para estos sectores. En tal sentido, el presente artículo busca conocer los discursos que un grupo de jóvenes expresan respecto a sus experiencias de fracaso escolar en la ciudad de Temuco, Chile. El estudio fue de tipo exploratorio y de carácter cualitativo a través de un estudio de caso, y contó con los discursos de once jóvenes, siete profesionales del Servicio Nacional de Menores de Chile y cuatro profesionales de la educación. Los resultados muestran que los discursos de los jóvenes hacen referencia explícita a las 3 dimensiones antes mencionadas. Se destacan los conceptos de desmotivación y estudiantes problemáticos, en la dimensión individual; cultura escolar y exclusión de la diferencia, en la dimensión escolar; y transgeneracionalidad, grupo de pares y barrios vulnerables, en la dimensión familiar/comunitaria.

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Rendimiento académico y su relación con variables socioemocionales en estudiantes chilenos de contextos vulnerables

Cited by 8 publications

References 43 publications

Defining the profile of students with low academic achievement: A cross-country analysis through PISA 2018 data

Defining the profile of students with low academic achievement: A cross-country analysis through PISA 2018 data

The Voices of Families and Children in Situations of Social and Economic Vulnerability: A Report of a Project

Los Estudiantes Que Sobran: Motivaciones Y Causas Del Fracaso Escolar en Jóvenes Estudiantes Chilenos

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