Perfiles contextuales y su relación con las variables disposicionales en el aprendizaje del alumnado de Educación Secundaria

• Cecchini Estrada, José A. ^[1] ;  , Antonio Méndez-Giménez ^[1] ; Fernández-Río, Javier ^[1]
  1. [1] Universidad de Oviedo

     Universidad de Oviedo

     Oviedo, España

     
• Localización: ESE: Estudios sobre educación., ISSN 1578-7001, Nº. 28 (Estudios sobre Educación; Vol), 2015, págs. 29-50
• Idioma: español
• DOI: 10.15581/004.28.29-50
• Títulos paralelos:
  • Contextual Profi les and their Relation to Dispositional Variables in Secondary Education Students’ Learning
• Enlaces
  • Texto completo
• Dialnet Métricas: 1 Cita
• Resumen
  • español

    Antecedentes: estudios recientes abordan la investigación educativa desde una nueva óptica interactiva e interdependiente del proceso de enseñanza- aprendizaje. Objetivo: en esta línea, la fi nalidad del presente estudio es analizar las variables contextuales (ayuda al aprendizaje, despertar el interés del alumnado y promover una cultura del esfuerzo) y disposicionales (interés, esfuerzo y progresión en el aprendizaje), para aportar una visión global de la efi cacia docentediscente con respecto a variables claves en el proceso educativo. Método: la muestra estuvo formada por 618 estudiantes. Se realizaron análisis exploratorios, descriptivos, de conglomerados jerárquicos y K-medias, y MANOVA(s). Resultados: emergieron tres conglomerados que se caracterizaron por un perfi l alto, medio y bajo en los tres factores contextuales, que se relacionaron con los niveles de efi cacia en las variables disposicionales del aprendizaje. Conclusiones: las variables contextuales muestran niveles de efi cacia de la acción docente que se relacionan con la implicación de los estudiantes en el aprendizaje.

  • English

    Background: recent studies address educational research from a new perspective of interactive and interdependent process of teaching and learning. Goal: in this regard, the purpose of this study was to analyze the contextual (learning aid, arouse the interest of students, and promote a culture of effort) and dispositional variables (interest, effort and progression in learning) to provide an overview of the teacherlearner effectiveness with respect to key variables in the educational process. Method: the sample was composed by 618 students. Exploratory and descriptive analyses, hierarchical and K-means cluster analysis, and MANOVA(s) were performed. Results: three clusters emerged from the analysis. They were characterized by high, medium and low profi les in three contextual factors, which were related to effi cacy levels in the dispositional learning variables. Conclusions: these results support the hypothesis that contextual variables show students’ perception of teacher effi cacy directly related to their personal involvement in learning.

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