Motivación,comportamiento de los alumnos y rendimiento académico

Resumen

En este trabajo se han analizado las relaciones entre el clima motivational, la motivación intrínseca, el comportamiento de los alumnos y su rendimiento académico en educación física. Para ello, 2189 adolescentes españoles de 13 a 17 años cumplimentaron cuestionarios sobre clima motivational de la clase, motivación intrínseca y disciplina. Sus profesores valoraron el comportamiento de los alumnos y su rendimiento académico. Un Modelo de Ecuaciones Estructurales ha mostrado que el clima de aprendizaje, el interés/diversión y el esfuerzo/importancia predicen la disciplina; el clima de comparación, la percepción de competencia y la tensión/presión predicen la indisciplina; el interés/diversión y el esfuerzo/importancia predicen el comportamiento en clase; y que el mejor predictor del rendimiento académico es la valoración que los profesores hacen del comportamiento de los alumnos. Se discuten los resultados en el marco de la teoría de metas de logro y en términos de aportación al proceso de enseñanza-aprendizaje de los adolescentes.     

Relationship between sociometric types and academic achievement in a sample of compulsory secondary education students / Relación entre tipos sociométricos y rendimiento académico en una muestra de estudiantes de Educación Secundaria Obligatoria

Abstract

The aim of this study was to analyse the relationship between sociometric types, behavioural categories and academic achievement in a sample of 1,349 compulsory secondary education students (51.7% boys), ranging in age from 12 to 16 years. The students’ sociometric identification was performed by using the Programa Socio and academic performance was measured by school marks provided by teachers in the subjects of Spanish language, mathematics and average academic performance. The results show that sociometric types were significant predictors of academic achievement, as students who were rated positively by their peers (popular, leaders, collaborators and good students) were more likely to have high academic achievement (in mathematics, Spanish language and average academic achievement) than students rated negatively by peers (rejected-aggressive, rejected-shy, neglected and bullies).     

Peer bullying,self-serving cognitive distortions and school moral climate perception in Spanish and Dutch secondary school students / Acoso escolar,distorsiones cognitivas en beneficio propio y percepción del clima moral escolar en estudiantes de secundaria de España y Holanda

Students’ role in traditional bullying and cyberbullying was investigated in relation to self-serving cognitive distortions (SSCD), perception of school moral climate and bullying observation. Participants were secondary school students from Spain (n = 568; 286 girls) and the Netherlands (n = 421; 223 girls). The results demonstrated that in both country samples, bullies and bully-victims had higher levels of SSCD. Both Spanish and Dutch students who were directly involved in traditional bullying situations showed more negative perceptions of the school moral climate. In cyberbullying situations, bystanders scored higher on school moral climate perception than bullies and bully-victims. Furthermore, school moral climate perception was negatively associated with traditional bullying observation in the group of victims, and with cyberbullying observation in the case of victims and bystanders. The present findings suggest that future research should focus on the cause-effect relations of these factors, which could include measuring the effects on bullying prevalence of an intervention aimed at SSCD reduction in bullies and bystanders and the improvement of the school moral climate.     

What is the key to academic success? An analysis of the relationship between time use and student performance / ¿Dónde está la clave del éxito académico? Un análisis de la relación entre el uso del tiempo y el rendimiento académico

University students’ use of time is one of the most relevant inputs to their education process. The aim of this work is therefore to explore the effect that the time spent on different academic and non-academic activities (collected using a diary) has on student performance, in order to determine which of these activities improve students’ marks. Moreover, we investigate the role of quality variables such as study skills. Using a sample of undergraduate business students, we find that academic activities such as doing assignments in teams, attending university lectures and self study have significant positive effects on students’ marks. It is thus concluded that to improve academic performance it is not only the quantity of time that matters but also quality aspects like the ability to schedule.     

Collaborative chain writing: effects on the narrative competence of primary school students / Escritura colaborativa encadenada: efectos en la competencia narrativa de estudiantes de Educación Primaria

Abstract

This study compared the effect of different classroom writing practices on narrative competence. The participants were 91 primary school students, who were assigned two writing practice conditions (individual and collaborative) and one control condition. Within each condition, the students drew from different support resources to plan and revise their texts. The results show the advantages of collaborative writing when certain kinds of support are provided (particularly when the students planned their stories using a question guide and co-evaluated them using a rubric). The analysis of the verbal interaction during the collaborative writing activities also confirms that the pairs who used a rubric showed a higher number of verbal co-evaluation messages focused primarily on the overall coherence of the text (more than on semantic, grammatical or orthographic issues). Finally, the educational implications of these conclusions in terms of teaching writing in primary school are discussed.     

La relación entre los centros escolares,las familias y los entornos comunitarios como factor de calidad de la educación de menores y adultos (Presentación del monográfico)

Resumen

Este artículo destaca la necesidad de fomentar las relaciones de cooperación entre los centros escolares, las familias y los entornos sociales comunitarios por actuar todos ellos como contextos y agentes educativos y de socialización que, por separado no pueden llegar a responder de manera eficaz a las necesidades de desarrollo y formación de menores y adultos. A este respecto, se describen e introducen en este artículo los trabajos que configuran este número monográfico, que tratan de conceptualizar el valor social de esta cooperación, de ofrecer resultados de investigación que muestran la necesidad de llevarla a efecto, y de aportar propuestas metodológicas y experienciales en centros y en entornos comunitarios que permitan hacerla realidad.     

A classroom intervention on Spanish grammar and writing: the use of the past tense with secondary school students / La intervención didáctica en el aula sobre gramática y escritura. El saber gramatical y la revisión de textos en el uso de los tiempos verbales del pasado con alumnos de secundaria

Abstract

This article presents an innovative experience which links grammar teaching with writing, following the premises of the Grammar Didactic Sequences (GDS) with one basic objective: to create a situation in which students learn to reflect on the language they use and are able to use these reflections to improve their writing. The GDS, focused on the use of past tense verb forms, was carried out with fourth-year secondary school students in Spain. This article highlights the difficulties experienced by students when using grammatical concepts as elements to control usage and the importance of revising texts in order to create metalinguistic awareness in a recursive didactic process: from grammar to writing, from writing to grammatical revision, and final version writing.     

Intercultural sensitivity among university students: measurement of the construct and its relationship with international mobility programmes / Sensibilidad intercultural de los estudiantes universitarios: medición del constructo y su relación con los programas de movilidad internacional

The purpose of this study was to validate the IDI (Intercultural Development Inventory) and to assess the impact of international mobility programmes on the intercultural sensitivity of university students. For this, a quasi-experimental study was carried out using a longitudinal design of repeated pre-test and post-test measures, with an experimental group of students who carried out international mobility programmes and a control group of students who did not. The sample consisted of 3,047 university students. The inventory yielded a five-factor structure (negation/defence, minimization, reversion, acceptance/adaptation and encapsulated marginality) with alpha coefficients ranging from .82 to .91, revealing adequate reliability and validity. The results indicate the effectiveness of the IDI to measure intercultural sensitivity. Although the post-test scores are higher than the pre-test scores for both groups, there are significant differences in favour of the experimental group (p = .000) in all factors except the negation/defence stage. The conclusions focus on the implications of this study for curriculum development and policy at an educational level.