Socioeconomic conditions and academic performance in higher education in Colombia during the pandemic

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH

Quality in Higher Education Pub Date : 2022-10-10 DOI:10.1080/13538322.2022.2088564

Nancy Palacios Mena, John Fredy Ariza Bulla

引用次数: 1

Abstract

Abstract This article studies the relationship between the socioeconomic conditions of higher education students in Colombia and their academic performance during the pandemic. The household’s socioeconomic conditions are approximated by the education level of the parents, their occupation and the possession of assets. A multiple regression model tests the effect of these variables on academic performance before and during the pandemic. Results suggest that before the pandemic, the mother’s graduate education and household technology assets showed a positive impact on test score. Mixed effects of parents’ occupations by gender were also found. During the pandemic, the effect of the mother’s education remained the same, and the effect of technological assets, in-person education and high-quality accredited establishment increased.

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大流行期间哥伦比亚高等教育的社会经济状况和学业成绩

摘要:本文研究了疫情期间哥伦比亚高等教育学生的社会经济条件与学习成绩之间的关系。家庭的社会经济条件与父母的教育水平、职业和资产占有情况有关。多元回归模型测试了这些变量在大流行之前和期间对学习成绩的影响。结果表明，在疫情前，母亲的研究生学历和家庭技术资产对考试成绩呈正影响。研究还发现，父母职业对性别的影响是混合的。在大流行期间，母亲教育的效果保持不变，而技术资产、面对面教育和高质量认可机构的效果有所增强。

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

Quality in Higher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.30

自引率

14.30%

发文量

期刊介绍： Quality in Higher Education is aimed at those interested in the theory, practice and policies relating to the control, management and improvement of quality in higher education. The journal is receptive to critical, phenomenological as well as positivistic studies. The journal would like to publish more studies that use hermeneutic, semiotic, ethnographic or dialectical research as well as the more traditional studies based on quantitative surveys and in-depth interviews and focus groups. Papers that have empirical research content are particularly welcome. The editor especially wishes to encourage papers on: reported research results, especially where these assess the impact of quality assurance systems, procedures and methodologies; theoretical analyses of quality and quality initiatives in higher education; comparative evaluation and international aspects of practice and policy with a view to identifying transportable methods, systems and good practice; quality assurance and standards monitoring of transnational higher education; the nature and impact and student feedback; improvements in learning and teaching that impact on quality and standards; links between quality assurance and employability; evaluations of the impact of quality procedures at national level, backed up by research evidence.