Empoderamiento y rendimiento académico en estudiantes de educación secundaria obligatoria con y sin discapacidad .

IF 0.6 Q4 PSYCHOLOGY

Anuario de Psicologia Pub Date : 2020-03-20 DOI:10.1344/anpsic2020.50.2

Raquel Suriá Martínez, Esther Villegas Castrillo

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引用次数: 2

Abstract

Introduction. Knowledge about influence of empowerment on academic performance in students with disabilities is essential to the educational success of this group. The objective of this study was to analyze the level of empowerment and its influence on academic performance in university students based on whether they have disabilities or not. An analysis by gender and age was also carried out. Method : Of the 693 students who participated, 67 had some disability and 626 had no disability. The study used the questionnaire drawn up by Rogers, Chamberlin, Ellison and Crean (1997), designed to measure the level of empowerment using 5 factors (Self-esteem / self-efficacy, Power / Impotence; Autonomy; Optimism / Control over the future; Appropriate anger). The questionnaire is made up of 28 items with Likert response rated from 0 to 3 (0 = strongly disagree, to 3 = strongly agree). Results The analysis shows less empowerment among young people with disabilities, especially in younger students and girls. Likewise, the level of academic performance was lower in younger students with disabilities. There were no statistical differences in academic performance according to sex. Finally, a positive relationship between academic achievement and empowerment was found. A positive relationship was also found between academic performance and young students without disabilities. Discussion The results show the importance of enhancing empowerment in young students with disabilities to ensure that they have the skills needed for an appropriate adjustment and academic success.

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残疾和非残疾义务中学学生的赋权和学业表现。

介绍。了解赋权对残疾学生学业成绩的影响对这一群体的教育成功至关重要。摘要本研究的目的在于分析身障与非身障大学生的授权水平及其对学业成绩的影响。还对性别和年龄进行了分析。方法:693名学生中有一定残疾的67名，无残疾的626名。该研究使用了Rogers, Chamberlin, Ellison和Crean(1997)设计的问卷，旨在通过5个因素(自尊/自我效能，权力/无能;自治;乐观/对未来的掌控;适当的愤怒)。问卷由28个项目组成，李克特回答评分从0到3(0 =非常不同意，3 =非常同意)。结果分析显示，残疾青年，尤其是低年级学生和女童的赋权程度较低。同样，年龄较小的残疾学生的学习成绩水平也较低。在学业成绩上没有性别差异。最后，我们发现学业成绩与授权之间存在正相关关系。学业成绩与年轻的无残疾学生之间也存在正相关关系。研究结果表明，加强对残疾青年学生的赋权对于确保他们拥有适当适应和学业成功所需的技能非常重要。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Anuario de Psicologia Multiple-

CiteScore

0.80

自引率

40.00%

发文量

期刊介绍： The Anuario de Psicología, one of Spain"s most important general psychology journals, is published by the Faculty of Psychology of the University of Barcelona. It appears three times a year. The Anuario combines continuity with the past with a strong commitment to the present and the future. The journal is broad-ranging, interdisciplinary, and innovative. The Anuario publishes research reports and applied studies in all fields of psychology. We also accept theorical, epistemological studies, organize dossiers on topical themes, and hold debates on controversial subjects deriving from a central article.