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      Rendimiento académico y factores sociofamiliares de riesgo. Variables personales que moderan su influencia

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          Abstract

          Resumen Este estudio tiene como objetivo principal ponderar la importancia que tienen los factores de riesgo sociofamiliares para el rendimiento académico de los estudiantes y cómo las variables personales de los estudiantes pueden mediar para evitar su incidencia negativa en los logros académicos. Para ello se realizó una revisión bibliográfica en las principales bases de datos sobre los tópicos analizados. Se presenta la importancia de la teoría de acumulación de factores de riesgo y se analiza la relación del nivel socioeconómico y variables de naturaleza familiar con el rendimiento académico de los estudiantes de educación secundaria. Se plantea la importancia de desarrollar intervenciones educativas que potencien variables de los estudiantes que la investigación educativa ha demostrado que los pueden proteger de la influencia negativa de los factores de riesgo sociofamiliares.

          Translated abstract

          Abstract This study’s principle objective is to weigh the importance of social-family risk factors to the students’ academic performance and how the students’ personal variables can mediate their negative impact on academic achievement. To that end, a literature review of the main databases was conducted on the issues analyzed. It posits the importance of risk-factor accumulation theory, and analyzes the relationship between both socioeconomic levels and family related variables and the academic performance of low secondary education students. It argues the importance of educational interventions that strengthen student variables that educational research has shown to shield students from the negative influence of social-family risk factors.

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          Psychosocial resilience and protective mechanisms.

          The concept of mechanisms that protect people against the psychological risks associated with adversity is discussed in relation to four main processes: reduction of risk impact, reduction of negative chain reactions, establishment and maintenance of self-esteem and self-efficacy, and opening up of opportunities. The mechanisms operating at key turning points in people's lives must be given special attention.
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            Academic self-concept and academic achievement: relations and causal ordering.

            BACKGROUND. A positive self-concept is valued as a desirable outcome in many disciplines of psychology as well as an important mediator to other outcomes. AIMS. The present review examines support for the reciprocal effects model (REM) that posits academic self-concept (ASC) and achievement are mutually reinforcing, each leading to gains in the other - and its extension to other achievement domains. METHOD. We review theoretical, methodological, and empirical support for the REM. Critical features in this research are a theoretical emphasis on multidimensional perspectives that focus on specific components of self-concept and a methodological focus on a construct validity approach to evaluating the REM. RESULTS. Consistent with these distinctions, REM research and a comprehensive meta-analysis show that prior ASC has direct and indirect effects on subsequent achievement, whilst the effects of self-esteem and other non-academic components of self-concept are negligible. We then provide an overview of subsequent support for the generality of the REM for: young children, cross-cultural, health (physical activity), and non-elite (gymnastics) and elite (international swimming championships) sport. CONCLUSION. This research is important in demonstrating that increases in ASC lead to increases in subsequent academic achievement and other desirable educational outcomes. Findings confirm that not only is self-concept an important outcome variable in itself, it also plays a central role in affecting other desirable educational outcomes. Implications for educational practice are discussed. ©2010 The British Psychological Society.
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              Effects of early intervention on intellectual and academic achievement: a follow-up study of children from low-income families.

              Follow-up data, obtained 4-7 years after intervention ended, are presented for the Carolina Abecedarian Project, an experimental study of early childhood educational intervention for children from poverty families. Subjects were randomly assigned to 1 of 4 intervention conditions: educational treatment from infancy through 3 years in public school (up to age 8); preschool treatment only (infancy to age 5); primary school treatment only (age 5-8 years), or an untreated control group. Positive effects of preschool treatment on intellectual development and academic achievement were maintained through age 12. School-age treatment alone was less effective. Results generally supported an intensity hypothesis in that scores on cognitive and academic achievement measures increased as duration of treatment increased.
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                Author and article information

                Contributors
                Role: ND
                Role: ND
                Journal
                peredu
                Perfiles educativos
                Perfiles educativos
                Universidad Nacional Autónoma de México, Instituto de Investigaciones sobre la Universidad y la Educación (México, DF, Mexico )
                0185-2698
                June 2019
                : 41
                : 164
                : 118-134
                Affiliations
                [2] Canarias orgnameUniversidad de la Laguna orgdiv1Departamento de Didáctica e Investigación Educativa Spain rguzman@ 123456ull.edu.es
                [1] Canarias orgnameUniversidad de la Laguna orgdiv1Departamento de Didáctica e Investigación Educativa Spain drodriguez@ 123456gruposhine.com
                Article
                S0185-26982019000200118
                10.22201/iisue.24486167e.2019.164.58925
                f24df0b7-5472-4e8f-b706-06a0faa80360

                This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

                History
                : 01 March 2019
                : 24 June 2018
                Page count
                Figures: 0, Tables: 0, Equations: 0, References: 108, Pages: 17
                Product

                SciELO Mexico

                Categories
                Horizontes

                Rendimiento académico,Nivel socioeconómico,Estudiantes,Family,Socioeconomic level,Low secondary education,Educación secundaria,Academic performance,Factores de riesgo,Risk factors,Familia,Students

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