Publication: Nivel socioeconómico y rendimiento académico: estudiantes resilientes
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2016-08-23
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Universidad Complutense de Madrid
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Abstract
La pobreza es un factor que influye, como se ha indicado en numerosos estudios, en el resultado académico de los chicos y las chicas desfavorecidas, así como en su proceso de aprendizaje. Además, la falta de recursos tanto económicos como culturales interacciona con múltiples variables de distinta manera. En este estudio se analiza al estudiante resiliente a partir de los resultados obtenidos en el Programa PISA de 2009 dedicado a la lectura con la pretensión de dar respuesta a la pregunta: ¿en qué se diferencian y en qué se parecen los estudiantes que tienen una puntuación similar en lectura pero con orígenes sociales diferentes o a la inversa? a fin de poder conocer las características propias de la resiliente. Para ello, se ha definido al estudiante resiliente como aquel que obtiene una puntuación en el estatus socioeconómico y cultural contenida en el intervalo -1 o menor y una puntuación en lectura en los niveles 5 ó 6. Concretando los objetivos de este estudios, éstos son (a) Identificar las principales variables, entre las seleccionadas por PISA, que influyen en la relación entre el nivel económico y el académico, (b) Aplicar el Análisis de Variables Latentes para discernir grupos de alumnos evaluados en PISA, (c) Identificar grupos de alumnos y (d) Buscar las características del alumnado resiliente frente a las de aquellos sujetos con niveles socioeconómicos o académicos similares. Para ello se han seleccionado los siguientes países pertenecientes a la OCDE: Australia, Canadá, República Checa, Estonia, Finlandia, Francia, Grecia, Hungría, Israel, Japón, Corea, México, Nueva Zelanda, Polonia, Portugal, Eslovenia, España, Turquía, Reino Unido y Estados Unidos y no pertenecientes a la OCDE: Brasil, Bulgaria, China Taipei, Croacia, Macao-China, Rusia, Shanghái-China, Singapur, Trinidad y Tobago y Uruguay...
Poverty is a factor which has an influence on the academic results, as well as on the learning process, of boys and girls from disadvanteged contexts, as many studies have indicated. The lack of both economic and cultural resources also interacts with a number of factors in different ways. In this study the resilient student is analyzed based on the results of the PISA Programme from 2009, based on reading and aimed at answering the following question: What are the differences and smilarities between students with similar marks in reading but with diverse social origins - or the opposite? This question is made in order to get to know the characteristics of the resilient. For this purpose, the resilient student has been defined as the one which obtains a mark in the socio-economical and cultural status which is below -1 and a mark in reading between levels 5 and 6. To specify the goals of this study, they are to: a) Identify the main aspects, among those selected by PISA, which have an influence between the economic and academic level of the students. b) Apply the Latent Analysis Variable to distinguish between the different groups of students evaluated by TISA. c) Identify student groups. d) Look for the resilients' students characteristics opposing those with similar socio-economic or academic levels. For this the following countries which are part of the OECD have been selected: Australia, Canada, Czech Republic, Estonia, Finland, France, Greece, Hungary, Israel, Japan, Korea, Mexico, New Zealand, Poland, Portugal, Slovenia, Spain, Turkey, United Kingdom, and United States - and the following ones not belonging to the OECD: Brazil, Bulgaria, China (Taipei), Croatia, Macau-China, Russia, Shanghai-China, Singapur, Trinidad and Tobago, Uruguay...
Poverty is a factor which has an influence on the academic results, as well as on the learning process, of boys and girls from disadvanteged contexts, as many studies have indicated. The lack of both economic and cultural resources also interacts with a number of factors in different ways. In this study the resilient student is analyzed based on the results of the PISA Programme from 2009, based on reading and aimed at answering the following question: What are the differences and smilarities between students with similar marks in reading but with diverse social origins - or the opposite? This question is made in order to get to know the characteristics of the resilient. For this purpose, the resilient student has been defined as the one which obtains a mark in the socio-economical and cultural status which is below -1 and a mark in reading between levels 5 and 6. To specify the goals of this study, they are to: a) Identify the main aspects, among those selected by PISA, which have an influence between the economic and academic level of the students. b) Apply the Latent Analysis Variable to distinguish between the different groups of students evaluated by TISA. c) Identify student groups. d) Look for the resilients' students characteristics opposing those with similar socio-economic or academic levels. For this the following countries which are part of the OECD have been selected: Australia, Canada, Czech Republic, Estonia, Finland, France, Greece, Hungary, Israel, Japan, Korea, Mexico, New Zealand, Poland, Portugal, Slovenia, Spain, Turkey, United Kingdom, and United States - and the following ones not belonging to the OECD: Brazil, Bulgaria, China (Taipei), Croatia, Macau-China, Russia, Shanghai-China, Singapur, Trinidad and Tobago, Uruguay...
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Tesis inédita de la Universidad Complutense de Madrid, Facultad de Psicología, Departamento de Metodología de las Ciencias del Comportamiento, leída el 05/02/2016