La construcción de subjetividades en itinerarios de fracaso escolar. Itinerarios de inserción sociolaboral para adolescentes en riesgo

López, Míriam Abiétar; Navas-Saurin, Almudena A.; Fluixá, Fernando Marhuenda; Mut, Francesca Salvà

doi:10.1016/j.psi.2016.07.002

Cited by 13 publications

(6 citation statements)

References 2 publications

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“…Measures adopted for the prevention of this phenomenon do not have the desired effectiveness for its resolution but sometimes achieve the opposite effect, mainly with students in a situation of educational exclusion. This has been verified in the results presented in this paper also coinciding with other studies, such as that of Abiétar-López et al (2017). When the Education Inspectorate does not help to solve the problems of schools (Álvarez and Pérez 2010) and the selection of teachers is not improved, this situation resulting in the lack of employment of vocational and committed professionals (Marina et al 2015).…”

Section: Discussionsupporting

confidence: 88%

Academic Causes of School Failure in Secondary Education in Spain: The Voice of the Protagonists

Valdivia

Burgos-Garcia

2020

Social Sciences

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School failure is, at the international level, a problem that affects, most educational systems. In Spain, it is currently a current problem that remains unresolved. Therefore, our research aims to discover and analyze situations of school failure experienced by different agents with long experience in order to understand them and find out the possible responsibility of the school itself and the teacher. The methodology used in this research is qualitative in its focus on the phenomenological approach. The sample is constituted by the following: (a) active teachers; (b) retired teachers; (c) students who live school failure and (d) subjects integrated into the working world who experienced situations of school failure. The instrument used to collect information was the semi-structured interview and the focus groups, supported by a script designed and submitted to expert judgment. The results have been obtained from “content analysis” using the Nvivo11 Plus program. A wide overview of the main academic causes, incidents from the school and the classrooms that are involved in school failure is presented. Among the most relevant conclusions is that the school, with certain actions and in an indirect way, can lead to the construction of school failure.

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Section: Discussionsupporting

confidence: 88%

Academic Causes of School Failure in Secondary Education in Spain: The Voice of the Protagonists

Valdivia

Burgos-Garcia

2020

Social Sciences

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“…For example, Steinberg and colleagues (2006) [110] test whether there would be theoretically predictable differences among adolescents who do not fit the social standards (serious juvenile offenders) from authoritative, indulgent, authoritarian, and neglectful families, in order to identify the optimal parenting style. Future studies should more thoroughly examine the correlates of parenting styles among adolescents who are at the greatest risk of developmental progress into unhealthy adulthood [141,142,143]. Additionally, our study has other important implications in the family field because it provides insights to orient parental education programs that could improve relationships with children (not only adolescents, even adults) and enhance their psychological and social resources, well-being, and quality of life.…”

Section: Discussionmentioning

confidence: 99%

Raising Children with Poor School Performance: Parenting Styles and Short- and Long-Term Consequences for Adolescent and Adult Development

Garcia

Desfilis

2019

IJERPH

111

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This study examines the correlates of authoritative (warmth and strictness), indulgent (warmth but not strictness), authoritarian (strictness but not warmth), and neglectful (neither warmth nor strictness) parenting with short- and long-term socialization outcomes in adolescents and adults, with and without poor school performance during adolescence. Short- and long-term socialization outcomes were captured by multidimensional self-esteem (academic/professional, emotional, and family), psychological maturity (self-competence, social competence, and empathy), and emotional maladjustment (nervousness, emotional instability, and hostility). Participants (1195 female and 874 male) consisted of a community sample of adolescents (n = 602), young adults (n = 610), middle-aged adults (n = 469) and older adults (n = 388). Design was a 4 × 3 × 2 × 4 MANOVA (parenting style × school performance × sex × age). Results indicated that the relationship between parenting styles and children’s socialization outcomes does not vary as a function of school performance. The link between parenting styles and socialization outcomes shares a common short- and long- term pattern in adolescents and adults: Indulgent parenting was related to equal or even better socialization outcomes than authoritative parenting, whereas authoritarian and neglectful styles were associated with the worst socialization outcomes.

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“…Many studies also link adolescents' school adjustment to several variables related to individual, family, and social domains. On an individual level, for example, analyses have been carried out on variables such as depressive symptomatology (Buelga, Cava, & Musitu, 2012), academic performance (Abietar-López, Navas-Saurín, Marhuenda-Fluixa, & Salva-Mut, 2017;Ruiz & Romero, 2017;Valle et al, 2018), attention problems and social isolation (Seo, 2015), and self-concept and empathy (Sanmartín, Carbonell, & Baños, 2011;Veiga, García, Reeve, Wentzel, & Gracía, 2015). In the family setting, the variables analyzed include family functioning Musitu & Callejas, 2017;Rodrigo, 2016), family communication (Estévez, Musitu, & Herrero, 2005), parenting styles (Fuentes, Alarcón, Gracia, & García, 2015;Gracia, Lila, & Musitu, 2005), and on a social level, peer relations (Sánchez & Breso, 2018) and social integration, and community relations (Crespo-Ramos, Romero-Abrio, Martínez-Ferrer, & Musitu, 2017;Gracia, Fuentes, García, & Lila, 2012;Jiménez, Musitu, Ramos, & Murgui, 2009).…”

Section: School Adjustment Environmental Empathy Connectedness To Natmentioning

confidence: 99%

Is School Adjustment Related to Environmental Empathy and Connectedness to Nature?

Musitu-Ferrer¹,

Ibáñez²,

León-Moreno³

et al. 2019

Psychosocial Intervention

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School is a place where information, values, and attitudes that are considered fundamental in life are transmitted (García, Carrero, Marande, & Musitu, 2017). To achieve these goals, it is important for adolescents to feel integrated and have adequate school adjustment (Harrison, Clarke, & Ungerer, 2007; Ladd & Troop-Gordon, 2003). School adjustment is defined as an adolescent's ability to adapt to school, and includes variables such as academic performance, adaptation to school rules, respect for the teacher as an authority figure, a positive attitude toward school, and participation in school activities (Ladd & Burgess, 2001). School is also a place where adolescents interact h t t p s : / / j o u r n a l s. c o p m a d r i d. o rg / p i

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La construcción de subjetividades en itinerarios de fracaso escolar. Itinerarios de inserción sociolaboral para adolescentes en riesgo

Cited by 13 publications

References 2 publications

Academic Causes of School Failure in Secondary Education in Spain: The Voice of the Protagonists

Academic Causes of School Failure in Secondary Education in Spain: The Voice of the Protagonists

Raising Children with Poor School Performance: Parenting Styles and Short- and Long-Term Consequences for Adolescent and Adult Development

Is School Adjustment Related to Environmental Empathy and Connectedness to Nature?

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