Desafección escolar del alumnado repetidor de segundo curso de enseñanza secundaria obligatoria

  1. Leopoldo José Cabrera Rodríguez 1
  2. Carmen Nieves Pérez Sánchez 1
  3. Francisco Gregorio Santana Armas 1
  4. Moisés Betancort Montesinos 1
  1. 1 Universidad de La Laguna

    Universidad de La Laguna

    San Cristobal de La Laguna, España



ISSN: 2014-3575

Year of publication: 2019

Volume: 8

Issue: 2

Pages: 173-203

Type: Article

DOI: 10.17583/RISE.2019.4139 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

More publications in: RISE

Author's full text: lock_openOpen access editor


Cited by

  • Scopus Cited by: 5 (16-05-2023)
  • Dialnet Metrics Cited by: 5 (01-06-2023)
  • Web of Science Cited by: 6 (22-05-2023)
  • Dimensions Cited by: 4 (12-04-2023)

SCImago Journal Rank

  • Year 2019
  • SJR Journal Impact: 0.141
  • Best Quartile: Q3
  • Area: Social Sciences (miscellaneous) Quartile: Q3 Rank in area: 424/659
  • Area: Education Quartile: Q4 Rank in area: 1154/1544

Índice Dialnet de Revistas

  • Year 2019
  • Journal Impact: 0.390
  • Field: SOCIOLOGÍA Quartile: C1 Rank in field: 18/74
  • Field: EDUCACIÓN Quartile: C2 Rank in field: 71/235


  • Social Sciences: B

Scopus CiteScore

  • Year 2019
  • CiteScore of the Journal : 0.3
  • Area: Social Sciences (miscellaneous) Percentile: 23
  • Area: Education Percentile: 18

Journal Citation Indicator (JCI)

  • Year 2019
  • Journal Citation Indicator (JCI): 0.26
  • Best Quartile: Q4
  • Area: SOCIOLOGY Quartile: Q4 Rank in area: 159/206


(Data updated as of 12-04-2023)
  • Total citations: 4
  • Recent citations: 4


This article analyzes the attitudes of students in the second year of compulsory secondary education in the Municipality of La Laguna (Tenerife Island, The Canary Islands, Spain). We study school life in the classroom and the relationships between students and teachers. We maintain that the behavior of students, and their expectations, they are created and conditioned by their academic results, and that these are affected by the socio-economic and socio-cultural origin of their families, by the school they go to, by the gender and by the place where they live. The results show a complex socialization in the classroom, sometimes conflictive, and with academic selection, where school experiences construct and reconstruct the future of the students' lives when young people begin to be aware of the consequences of the results schoolchildren in their life. The article is part of a broader research on the school experiences of students and the interactions of life in the classroom. The research arises from the concern generated with the documentary and statistical data of the General Diagnostic Assessment of 2010 of the second course of compulsory secondary education of students of 13 years old or more in Spain, with a sample of 27,961 students (approximately, 1,500 students from each region or autonomous community) (MECD, 2011, p. 209) and our studies with this data.

Funding information


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