Perfiles de toma de decisiones académico-profesionales en estudiantes de Educación Secundaria Obligatoria

  1. Lidia Esther Santana Vega
  2. Luis Antonio Feliciano García
  3. Jaime León González-Vélez
  4. Zuleica Ruiz Alfonso
Revista:
Revista complutense de educación

ISSN: 1130-2496,  1988-2793

Año de publicación: 2023

Volumen: 34

Número: 2

Páginas: 449-459

Tipo: Artículo

DOI: 10.5209/RCED.79388 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Revista complutense de educación

Objetivos de desarrollo sostenible

Resumen

El éxito de las transiciones en el alumnado de Educación Secundaria depende de su disposición a gestionar la construcción de sus carreras. Esta investigación tiene como objetivos identificar los perfiles del alumnado de Educación Secundaria Obligatoria en la gestión de sus decisiones académico-profesionales, así como determinar sus diferencias en base a la motivación para el aprendizaje, el apoyo familiar, la autoeficacia y el rendimiento académico. Los participantes fueron 2187 estudiantes de tercero y cuarto de Educación Secundaria Obligatoria. Los datos se obtuvieron mediante el Cuestionario de Orientación Académica y Laboral, que incluye el Inventario de Actitudes hacia la Elección Profesional, la Escala de Apoyo Familiar Afectivo y la Escala de Autoeficacia en la Toma de Decisiones. Se realizó un Análisis de Perfiles Latentes para identificar patrones en la gestión de la toma de decisiones académico-profesionales y establecer diferencias entre los distintos perfiles. El alumnado muestra cuatro perfiles: Dependiente, Indiferente, Estándar, Proactivo. El alumnado proactivo percibe más apoyo familiar, tiene más confianza en su capacidad para tomar decisiones, está más predispuesto a estudiar, obtiene calificaciones más altas, y tiene más clara su opción académico-profesional. Nuestros resultados sugieren la necesidad de identificar al alumnado con escasas habilidades de autogestión en la toma de decisiones. Es necesario que el asesoramiento empodere a este alumnado para que gestione sus decisiones con eficacia. Ofrecer información no es suficiente para que todo el alumnado asuma la gestión de decisiones, dado sus diferentes perfiles.

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