Rendimiento académico de adolescentes declarados en situación de riesgo

  1. Daniel Rodríguez Rodríguez 1
  2. Remedios Guzmán Rosquete 1
  1. 1 Universidad de La Laguna
    info

    Universidad de La Laguna

    San Cristobal de La Laguna, España

    ROR https://ror.org/01r9z8p25

Revue:
Revista de investigación educativa, RIE

ISSN: 0212-4068

Année de publication: 2019

Volumen: 37

Número: 1

Pages: 147-162

Type: Article

DOI: 10.6018/RIE.37.1.303391 DIALNET GOOGLE SCHOLAR lock_openAccès ouvert editor
Texte intégral de l'auteur: lock_openAccès ouvert editor

Résumé

The recent legal and social regulation of childhood and adolescence at risk in Spain makes it necessary to create a body of research that encourages, from the field of education, protective factors and promotes the wellbeing of children, because despite of the heterogeneity that characterizes this population, the promotion of educational success will undoubtedly be the best preventive measure of the risk situation. The sample was of 232 students declared at risk, with students of low (115) and good academic achievement (117) enrolled in Secondary Education, of which we collected information about personal and family variables that are related to achievement. Regarding the personal variables, results showed that students that have a good academic achievement are characterized by higher scores in their academic goals, they attribute their academic success to their own capacity and effort and they perceive a greater affective family support from their family. Regarding family variables, we found that students with good academic achievement have a higher percentage of parents with a university degree, parents who work in the public sector and mothers who expect that their son or daughterwill achieve a university degree. In conclusion, the importance of working together from the educational and social levels to prevent school failure is confirmed.

Références bibliographiques

  • Alderman, M. K. (2008). Motivation for achievement: Possibilities for teaching and learning. Nueva York: Taylor & Francis.
  • Ames, C. & Archer, J. (1987). Mother’s beliefs about the role of ability and effort in school learning. Journal of Educational Psychology, 18, 409-414.
  • Barca, A. (2000). Escala SIACEPA: Sistema Integrado de Evaluación de Atribuciones Causales y Enfoques de Aprendizaje para el Alumnado de Educación Secundaria. Técnicas de Inter vención Psicoeducativa. A Coruña: Monografías y Publicaciones de la Revista Galego-Portuguesa de Psicoloxía e Educación, Universidade da Coruña/Universidade do Minho/Consellería de Educación e Ordenación Universitaria. Xunta de Galicia.
  • Benner, A., & Mistry, R. (2007). Congruence of mother and teacher educational expecta- tions and low-income youth’s academic competence. Journal of Educational Psychology, 99, 140-153. http://dx.doi.es/10.1037/0022-0663.99.1.140
  • Benzies, K., & Mychasiuk, R. (2009). Fostering family resilience: A review of the key protective factors. Child and Family Social Work, 14(1), 103-114. http://dx.doi.es/10.1111/j.1365-2206.2008.00586.x
  • Berger, K.S. (2004). Psicología del Desarrollo: Infancia y Adolescencia. (6ª Ed.). Madrid: Editorial Médica Panamericana.
  • Brown, L., & Iyengar, S. (2008). Parenting styles: The impact on student achievement. Marriage and Family Review, 43, 14-38. http://dx.doi.org/10.1080/01494920802010140
  • Buehler, C., & Gerard, J. M. (2013). Cumulative family risk predicts increases in adjustment difficulties across early adolescence. Journal of Youth and Adolescence, 42(6), 905-920. http://dx.doi.org/10.1007/s10964-012-9806-3
  • Cabanach, R., Valle, A., Herpe, M., Rodriguez, S., Pinero, I., & Rosario, P. (2009). Diseño y validación de un Cuestionario de Gestión Motivacional. Revista de Psicodidáctica, 14(1), 29-47. http://www.ehu.eus/ojs/index.php/psicodidactica/article/view/249
  • Chen, W., & Gregory, A. (2009). Parental involvement as a protective factor during the transition to high school. Journal of Educational Research, 103, 53-62. http://dx.doi.es/10.1080/00220670903231250
  • Closas, A., Sanz, M., & Ugarte, M. (2011). An explanatory model of the relations between cognitive and motivational variables and academic goals. Revista de Psicodidáctica, 16(1), 19-38. http://www.ehu.eus/ojs/index.php/psicodidactica/article/view/1142/782
  • Córdoba-Caro, L., Preciado, V., Pérez, L., Carrizosa, M., & Molina, S. (2011). Determinantes socioculturales: su relación con el rendimiento académico en alumnos de Enseñanza Secundaria Obligatoria. Revista de Investigación Educativa, 29(1), 83-96. http://revistas.um.es/rie/article/view/110361/126942
  • Davis-Kean, P. (2005). The influence of parent education and family income on child achievement: The indirect role of parental expectations and the home environment. Journal of Family Psychology, 19(2), 294-304. http://dx.doi.es/10.1037/0893-3200.19.2.294
  • De la Orden, D. & González, C. (2005). Variables que discriminan entre alumnos de bajo y medio-alto rendimiento académico. Revista de Investigación Educativa, 23 (2), 573-599. http://revistas.um.es/rie/article/view/98261
  • Deci, E. & Ryan, R. (1985). Intrinsic motivation and self-determination in human behavior. Nueva York: Plenum.
  • Dweck, C., & Elliot, D. (1983). Achievement motivation. En P.H. Mussen & E. M. Hethe- rington (Eds.), Handbook of child psychology (vol. IV, pp. 643-691) Nueva York: Wiley. Entwistle, N. & Kozéki, B. (1985). Relationships between school motivation, approaches to studying and attainment among british and hungarian adolescents. British Journal of Educational Psychology, 55, 124-137.
  • Figuera, P., Darias, I. & Forner, A. (2003). Las competencias académicas previas y el apoyo familiar en la transición a la Universidad. Revista de Investigación Educativa, 21(2), 349-369. http://revistas.um.es/rie/article/view/99251
  • Fitzpatrick, C., McKinnon, R. D., Blair, C. B., & Willoughby, M. T. (2014). Do preschool executive function skills explain the school readiness gap between advantaged and disadvantaged children? Learning and Instruction, 30, 25-21. http://doi.org/10.1016/j.learninstruc.2013.11.003
  • Gordon, M. S., & Cui, M. (2012). The Effect of School-Specific Parenting Processes on Academic Achievement in Adolescence and Young Adulthood. Family Relations, 61, 728-741. http://dx.doi.es/10.1111/j.1741-3729.2012.00733.x
  • Hayamizu, T., & Weiner, B. (1991). A test Dweck’ model of achievement goals as related to perceptions of ability. Journal of Experimental Education, 59, 226-234. https://doi.org/10.1080/00220973.1991.10806562
  • Jackson, S., Ajayi, S., & Quigley, M. (2003). By Degrees: The first year. Londres: National Children’s Bureau and the Frank Buttle Trust.
  • Juby, C., & Rycraft, J. R. (2004). Family preservation strategies for families in poverty. Families in Society, 85(4), 581-587. http://dx.doi.org/10.1606/1044-3894.1847
  • Laparra, M. (2006). La construcción del empleo precario: dimensiones, causas y tendencias de la precariedad laboral. Madrid: Caritas Española y Fundación Foessa.
  • Ley 26/2015, de 28 de julio, de modificación del sistema de protección a la infancia y a la adolescencia. Boletín Oficial del Estado de 29 de julio de 2015, 180.
  • Ley Orgánica 8/2013, de 9 de diciembre, para la mejora de la calidad educativa. Boletín Oficial del Estado, de 10 de diciembre de 2013, 295
  • Ley Orgánica 8/2015 de 22 de julio, de modificación del sistema de protección a la infancia y a la adolescencia. Boletín Oficial del Estado de 23 de julio de 2015, 175.
  • Martínez, R. A., & Álvarez, L. (2005). Fracaso y abandono escolar en educación secundaria obligatoria: implicación de las familias y de los centros escolares. Aula Abierta, 85, 127-146. https://www.unioviedo.es/reunido/index.php/AA/issue/viewFile/1033/131
  • Martínez, R. A., & Álvarez, L. (2005). Fracaso y abandono escolar en educación secun- daria obligatoria: implicación de las familias y de los centros escolares. Aula Abierta, 85, 127-146. http://www.unioviedo.es/reunido/index.php/AA/issue/viewFile/1033/131
  • McKenzie, K., Gow, K., & Schweitzer, R. (2004). Exploring first-year academic achievement through structural equation modelling. Higher Education Research & Deve- lopment, 23(1), 95-112. https://doi.org/10.1080/0729436032000168513
  • McLoyd, V.C., Kaplan, R., Purtell, K., Bagley, E., Hardaway, C., & Smalls, C. (2009). Poverty and socioeconomic disadvantage in adolescence. En R. M. Lerner & L. Stein- berg (Eds.), Handbook of adolescent psychology (3ª ed., vol. 2, pp. 444–491). Hoboken, NJ: John Wiley & Sons. http://dx.org/10.1002/9780470479193.adlpsy002014
  • Meece, J. L., Anderman, E.L., & Anderman, L.H. (2006). Classroom goal structure, student motivation, and academic achievement. American Review of Psychology, 57, 487-503. http://dx.doi.org/10.1146/annurev.psych.56.091103.070258
  • Mistry, R., White, E., Benner, A., & Huynh, V. (2009). A longitudinal study of the simultaneous influence of mothers’ and teachers’ educational expectations on low income youth’s academic achievement. Journal of Youth and Adolescence, 38, 826–838. http://doi.org/10.1007/s10964-008-9300-0
  • Naranjo, M. L. (2009). Motivación: Perspectivas teóricas y algunas consideraciones de su importancia en el ámbito educativo. Revista Educación, 33(2), 153-170. http://doi.org/10.15517/revedu.v33i2.510
  • Núñez, J. C., & González-Pienda, J. A. (1994). Determinantes del rendimiento escolar. Oviedo: Universidad de Oviedo.
  • Oliva, A., Jiménez, J. M., Parra, A., & Sánchez-Queija, I. (2008). Acontecimientos vitales estresantes, resiliencia y ajuste adolescente. Revista de Psicopatología y Psicología Clínica, 13(1), 53-62. http://doi.org/10.5944/rppc.vol13.num.1.2008.4050
  • Orthner, D. K., Jones-Sanpei, H., & Williamson, S. (2004). The resilience and strengths of low-income families. Family Relations, 53(2), 159-167. http://doi.org/10.1111/j.0022-2445.2004.00006.x
  • Pintrich, P. & De Groot, E. (1990). Motivational and self-regulated learning components of classroom performance. Journal of Educational Psychology, 82(1), 33-40. http://rhartshorne.com/fall-2012/eme6507-rh/cdisturco/eme6507-eportfolio/documents/pintrich%20and%20degroodt%201990.pdf
  • Rao N., Moely B., & Sachs J. (2000). Motivational Beliefs, Study Strategies, and Mathematics Attainment in High- and Low-Achieving Chinese Secondary School Stu- dents. Contemporary Educational Psychology, 25(3), 287-316. https://doi.org/10.1006/ceps.1999.1003
  • Rogero, J. (2012). El fracaso escolar, causas y alternativas. En la calle: revista sobre situaciones de riesgo social, 21, 9-13. http://dialnet.unirioja.es/servlet/articulo?codigo=3832080
  • Rogero, J. (2014). Éxito escolar – Éxito social y los excluidos del éxito. Revista nacional e internacional de educación inclusiva, 7(2), 36-52. http://www.revistaeducacioninclusiva.es/index.php/REI/article/view/144
  • Ross, C. E., & Mirowsky, J. (2013). The sense of personal control: Social structural causes and emotional consequences. En C. S. Anshensel, J. C. Phelan & A. Bierman (Eds.), Handbook of the sociology of mental health (pp. 379-402). Países Bajos: Springer. Roy, A.L., & Raver, C.C. (2014). Are all risks equal? Early experiences of poverty-related risk and children’s functioning. Journal of Family Psychology, 28(3), 391–400. http://dx.org/10.1037/a0036683
  • Santana, L., Feliciano, L., & Jiménez, A. (2016). Apoyo familiar percibido y proyecto de vida del alumnado inmigrante de Educación Secundaria. Revista de Educación, 372, 35-62. http://dx.org/10.4438/1988-592X-RE-2015-372-314
  • Schoon, I., Bynner, J., Joshi, H-. Parson, S., Wiggins, R., & Sacker, A. (2002). The influence of context, timing, and duration of risk experiences for the passage from childhood to midadulthood. Child Development, 73(5), 1486–1504. http://doi.org/10.1111/1467-8624.00485
  • Serna, C., Yubero, S., & Larrañaga, E. (2008). Exclusión educativa y social: el contexto social como escenario del fracaso escolar. Bits: Boletín informativo trabajo social, 13. http://dialnet.unirioja.es/ejemplar/219419
  • Serna, C., Yubero, S., & Larrañaga, E. (2008). Exclusión educativa y social: el contexto social como escenario del fracaso escolar. Bits: Boletín informativo trabajo social, 13. https://dialnet.unirioja.es/ejemplar/219419
  • Shell, D. F., & Husman, J. (2008). Control, Motivation, Affect, and Strategic Self-Regulation in the College Classroom: A Multidimensional Phenomenom. A Journal of Educational Psychology, 100(2), 443-459. http://dx.org/10.1037/0022-0663.100.2.443
  • Shell, D. F., & Husman, J. (2008). Control, Motivation, Affect, and Strategic Self-Regulation in the College Classroom: A Multidimensional Phenomenom. A Journal of Educational Psychology, 100(2), 443-459. http://dx.org/10.1037/0022-0663.100.2.443
  • Spera, C., Wentzel, K., & Matto, H. (2009). Parental aspirations for their children’s educational attainment: relations to ethnicity, parental education, children’s acade- mic performance, and parental perceptions of school climate. Journal of Youth and Adolescence, 38, 1140-1152. http://dx.org/10.1007/s10964-008-9314-7
  • Spera, C., Wentzel, K., & Matto, H. (2009). Parental aspirations for their children’s educational attainment: relations to ethnicity, parental education, children’s acade- mic performance, and parental perceptions of school climate. Journal of Youth and Adolescence, 38, 1140-1152. http://dx.doi.org/10.1007/s10964-008-9314-7
  • Stein, M., & Munro, E. R. (2008). Comparative exploration of care leavers transitions to adulthood: An introduction. En M. Stein & E.R. Munro (Eds.), Young people’s transitions from care to adulthood International research and practice (pp.11-21). Londres: Jessica Kingsley
  • Stein, M., & Munro, E. R. (2008). Comparative exploration of care leavers transitions to adulthood: An introduction. En M. Stein & E.R. Munro (Eds.), Young people’s transitions from care to adulthood International research and practice (pp.11-21). Londres: Jessica Kingsley
  • Whipple, S.S., Evans, G.W., Barry, R.L., & Maxwell, L.E. (2010). An ecological perspective on cumulative school and neighborhood risk factors related to achievement. Journal of Applied Developmental Psychology, 31(6), 422–427. http://dx.org/10.1016/j.appdev.2010.07.002
  • Wolters, C. A., Fan, W., & Daugherty, S. G. (2013). Examining Achievement Goals and Causal Attributions Together as Predictors of Academic Functioning. The Journal of Experimental Education, 81(3), 295-321. http://dx.org/10.1080/00220973.2012.700498
  • Wood, D., Kaplan, R., & McLoyd, V.C. (2007). Gender Differences in the Educational Expectations of Urban, Low-Income African American Youth: The Role of Parents and the School. Journal of Youth and Adolescence, 36(4), 417-427. http://dx.doi.org/10.1007/s10964-007-9186-2.
  • Wood, D., Kaplan, R., & McLoyd, V.C. (2007). Gender Differences in the Educational Expectations of Urban, Low-Income African American Youth: The Role of Parents and the School. Journal of Youth and Adolescence, 36(4), 417-427. http://dx.doi.org/10.1007/s10964-007-9186-2.
  • Yamamoto, Y., & Holloway, S. (2010). Parental expectations and children’s academic performance in sociocultural context. Educational Psychology Review, 22, 189-214. http://dx.org/10.1002/9780470479193.adlpsy002014