Relationship between sociometric type and self-attributions for academic failure in a Spanish sample from secondary education.

Inglés, Cándido J.; Aparisi, David; Delgado, Beatriz; Granados, Lucía; Garcı́a-Fernández, José Manuel

doi:10.14204/ejrep.42.16073

Cited by 3 publications

(3 citation statements)

References 21 publications

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“…Other authors have studied the relation between aggressive behavior and goals [18,19]. The relations between the different sociometric types (popular-preferred, rejected-aggressive, rejected-timid, and ignored-forgotten) and prosocial behavior with academic goals have also been examined in samples of adolescents in secondary education [20,21].…”

Section: Research and Academic Goalsmentioning

confidence: 99%

Academic Goals and Parental Control in Primary School Children

Barco

Mendo-Lázaro

Gallego

et al. 2019

IJERPH

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Parenting styles have been used to explain the effects of family socialization on children’s learning skills. In this research, we have considered build an instrument for evaluating academic goals in the primary school stage, that allows us determine the relationships between the different types of goals and the different ways of establishing and policing the rules that the participants perceive from their parents. Those participating in this research were 550 pupils from of primary education. The Questionnaire on Academic Goals (QAG) has highly acceptable psychometric characteriztics. The analysis has shown the existence of four solid, well-defined factors. The relationships between the different types of goals and the different ways of establishing and policing the rules are verified. The pupils classified in the groups concerning the goals of social evaluation and reward were characterized by a more indulgent parenting style, determined by an absence of rules and limits for their children’s behavior. On the other hand, those pupils classified in the groups concerning the goals of learning and achievement were characterized by parents with an inductive style, determined by the use of reasoning and explanations towards their children in so far as the consequences of breaking the rules.

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Section: Research and Academic Goalsmentioning

confidence: 99%

Academic Goals and Parental Control in Primary School Children

Barco

Mendo-Lázaro

Gallego

et al. 2019

IJERPH

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“…Otros autores han estudiado la relación entre la conducta agresiva y las metas (Wentzel y Asher, 1995;Little y Garber, 2004). También, se han examinado las relaciones entre los diferentes tipos sociométricos (populares-preferidos, rechazados-agresivos, rechazados-tímidos e ignorados-olvidados) y la conducta prosocial con las metas académicas en muestras de adolescentes de Educación Secundaria (Inglés, Martínez-González, Valle, García-Fernández y Ruiz-Esteban, 2011;Inglés, Aparisi, García-Fernández, Núñez y Martínez, 2016).…”

Section: Personalidad Y Metas Académicasunclassified

Personalidad y metas de rendimiento en escolares de primaria

Barco

Mendo-Lázaro

Río

et al. 2019

Revista INFAD de Psicología

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Existe una gran mayoría de estudios que relacionan las metas con factores de aprendizaje,incluido el rendimiento. Otro grupo de investigaciones buscan cómo determinados factores personales determinan un tipo de meta. Con relación a los factores personales, autores como Harackiewicz, Barron, Tauer, Carter y Elliot (2000) sostienen que las metas que mantienen los alumnos dependen de variables personales, al considerar éstas como constructos estables y de orden disposicional. Como objetivo, nos hemos planteado estudiar las relaciones entre las metas de rendimiento (metas de ejecución, o metas centradas en el yo) y los diferentes rasgos de personalidad en escolares de primaria. En este trabajo de investigación participan 550 alumnos de 5º y 6º de Educación Primaria. La edad media fue de 10.73 años (SD= .632; rango 10-12); 47.5% mujeres y el 52.5% de varones. Se han utilizado el factor “Metas de Rendimiento” del Cuestionario de Metas Académicas, CMA (Hayamizu y Weiner, 1991) y el Cuestionario de personalidad BFQ-NA (Del Barrio, Carrasco y Holgado, 2006). El ANOVA muestra que los sujetos con altas metas de rendimiento, logran puntuaciones mayores (p<0.005) que aquellos con baja en todos los factores a excepción del factor inestabilidad emocional, en el que son los sujetos con bajas metas de rendimiento los que obtienen puntuaciones (p = 0.037) mayores. Los resultados obtenidos muestran una clara asociación entre las metas de rendimiento de los niños de primaria y los diferentes factores de la personalidad. De este modo aquellos niños con elevadas metas de rendimiento, su personalidad se caracterizaría por una mayor autonomía, perseverancia, compromiso, creatividad, entusiasmo, autoconfianza, sociabilidad, entusiasmo o prosociabilidad y un menor neuroticismo y ansiedad. Estos resultados coinciden parcialmente con otras investigaciones que encuentran correlaciones entre las metas de rendimiento y la conciencia (Chen y Zhang, 2011; McCabe, Van Yperen, Elliot y Verbraak,2013).

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“…Por otro lado, la organización escolar no es ajena a este problema, pues la prevención del fracaso escolar requiere una escuela adaptada a la realidad social de los alumnos, a través de un currículo actualizado con programas de estudio que respondan a sus necesidades e intereses (Ottosen, Goll y Sørlie, 2016;Martínez y Molina, 2017). La flexibilidad curricular y la atención individualizada son aspectos metodológicos que favorecen la inserción sociolaboral y la autoestima (Álvarez y Martínez, 2016;Domingo y Martos, 2017;Vázquez y Barrera, 2017;Ritacco y Amores, 2016), promoviendo la habilidad y esfuerzo, con el objetivo de aumentar su rendimiento académico y mejorar el ajuste social (Inglés, Aparisi, Delgado, Granados y García, 2017). Se pueden mencionar algunas limitaciones de este trabajo.…”

Section: Discusión Y Conclusionesunclassified

Causas del fracaso escolar: Un análisis desde la perspectiva del profesorado y del alumnado

Lanzat

Gil

González

et al. 2018

Enseñanza & Teaching

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estadísticamente significativas en las respuestas del alumnado, el profesorado y los equipos directivos. Por último, se discuten los resultados.Palabras clave: fracaso escolar; educación secundaria; ambiente escolar; sistema educativo; análisis cuantitativo. SUMMARY: The problem of school failure is a topic of special relevance, due in large part to the high percentage of students who do not successfully complete compulsory education. School failure, as well as school success, is determined by multiple causes, components or factors, as well as causes related to the student, the school and the family. The objective of this work is to analyze the causes of school failure from the perception of students, teachers and secondary school management teams. A descriptive study with a quantitative approach is carried out. The information is collected through a questionnaire, with proven validity and reliability, in its different dimensions. The participants in the study are: 757 students, 221 professors and 116 managers and heads of department of 17 Educational Centers of Valencia. The results indicate that the most important causes of school failure are, first, the student's commitment to the study and, secondly, the involvement of the family in education. More especially the students give importance to the effort, the teachers to the socialization problems of the students and the management teams to the responsibility of the student and the family in the learning process. In addition, it is verified that there are statistically significant differences in the responses of the students, the professed and the management teams. Finally, the results are discussed.

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Relationship between sociometric type and self-attributions for academic failure in a Spanish sample from secondary education.

Cited by 3 publications

References 21 publications

Academic Goals and Parental Control in Primary School Children

Academic Goals and Parental Control in Primary School Children

Personalidad y metas de rendimiento en escolares de primaria

Causas del fracaso escolar: Un análisis desde la perspectiva del profesorado y del alumnado

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