Publication: Adaptabilidad y empatía cognitiva como predictores del
bienestar de los alumnos españoles: el rol del contexto
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2021
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Abstract
El trabajo presenta un primer estudio sobre las características métricas de los instrumentos de medición usados para medir el constructo de comprender y apreciar
las perspectivas de los demás dentro de la encuesta PISA, 2018. Tras el primer estudio, el segundo estudio se centra en estudiar cómo características individuales, como son la
adaptabilidad cognitiva y la empatía logran predecir el bienestar subjetivo de los estudiantes. De igual manera, se pone interés en encontrar cuál es el efecto de los factores
ligados a las características de la escuela En dicho bienestar. Éstos son: la segregación de alumnos según habilidad entre distintas clases, en la misma clase y la implicación parental en actividades escolares.
This study presents one first study about the metrics features about measuring tools used to measure the dimension understand and value other’s perspectives treated in the Global Competency Report, PISA 2018. After the first study, the second study is focus on finding how individual features, like cognitive adaptability and empathy manage to influence in the subjective well-being from Spanish students. Likewise, we put interest in finding which is the effect of the factors that are related to school features in that subjective well-being. Those are: segregation of students by academic skills into different classes, in the same class and the parental implication in scholar activities.
This study presents one first study about the metrics features about measuring tools used to measure the dimension understand and value other’s perspectives treated in the Global Competency Report, PISA 2018. After the first study, the second study is focus on finding how individual features, like cognitive adaptability and empathy manage to influence in the subjective well-being from Spanish students. Likewise, we put interest in finding which is the effect of the factors that are related to school features in that subjective well-being. Those are: segregation of students by academic skills into different classes, in the same class and the parental implication in scholar activities.
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