Efecto de la autoeficacia escolar, responsabilidad, perseverancia y autocontrol en el éxito académico de estudiantes de secundaria
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2021
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Universidad del País Vasco = Euskal Herriko Unibertsitatea, Servicio Editorial = Argitalpen Zerbitzua
Resumen
El bajo rendimiento académico de parte del alumnado que contando con las habilidades cognitivas necesarias no consigue el éxito esperado, muestra la necesidad de profundizar en las habilidades no cognitivas, determinadas por la educación desde la primera infancia. Esta investigación profundiza en las relaciones de las HNC más relevantes en el rendimiento, así como el efecto de la moderación del sexo, el nivel sociocultural familiar y las Neaes. Se recogieron datos de autoeficacia escolar, responsabilidad, perseverancia, y autocontrol a 120 chicos y chicas de 1º de ESO de 2 centros públicos junto con medidas de sus logros académicos y entorno sociofamiliar. Los resultados demuestran que las HNC favorecen el rendimiento y contribuyen a comprender por qué alumnado de entornos socioculturales bajos o con Neaes no desarrollan suficientemente esas habilidades retrasándose en los aprendizajes escolares. En consecuencia, resulta imprescindible el desarrollo de las habilidades no cognitivas desde la educación infantil.
The low academic performance of students who have the necessary cognitive skills but do not achieve the expected success, shows the need to deepen the non-cognitive skills, determined by education from early childhood. This research looks in depth at the relationships of the most relevant non-cognitive skills in performance, as well as the effect of gender moderation, the socio-cultural level of the family and the Neaes. Data on school self-efficacy, responsibility, perseverance and self-control were collected from 120 boys and girls in 1st of ESO from 2 public centres together with measures of their academic achievements and social and family environment. The results show that non-cognitive skills favour performance and contribute to understanding why students from low socio-cultural environments or with Neaes do not develop these skills sufficiently and fall behind in school learning. Consequently, it is essential to develop non-cognitive skills from early childhood education.
The low academic performance of students who have the necessary cognitive skills but do not achieve the expected success, shows the need to deepen the non-cognitive skills, determined by education from early childhood. This research looks in depth at the relationships of the most relevant non-cognitive skills in performance, as well as the effect of gender moderation, the socio-cultural level of the family and the Neaes. Data on school self-efficacy, responsibility, perseverance and self-control were collected from 120 boys and girls in 1st of ESO from 2 public centres together with measures of their academic achievements and social and family environment. The results show that non-cognitive skills favour performance and contribute to understanding why students from low socio-cultural environments or with Neaes do not develop these skills sufficiently and fall behind in school learning. Consequently, it is essential to develop non-cognitive skills from early childhood education.
Palabras clave
Responsabilidad
Autoeficacia escolar
Perseverancia
Autocontrol
Rendimiento académico
Responsibility
School self-efficacy
Perseverance
Self-control
Academic performance
Autoeficacia escolar
Perseverancia
Autocontrol
Rendimiento académico
Responsibility
School self-efficacy
Perseverance
Self-control
Academic performance
Descripción
Ponencia presentada en las XXVII Jornadas de Psicodidáctica, celebradas en Bilbao el 24 de noviembre de 2020
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Cita
Ibarbengoetxea Galindez, K., Uriarte Arciniega, J. d. D., & Galindo Domínguez, H. (2021). Efecto de la autoeficacia escolar, responsabilidad, perseverancia y autocontrol en el éxito académico de estudiantes de secundaria. En D. Losada Iglesias, N. Delgado de Frutos, & J. I. Escudero Legarreta (eds.), Psikodidaktikako XXVII. jardunaldiak: 2020ko azaroaren 24a.