Revista De Educacion最新文献

{"title":"Wikipedia y universidades: trabajo colaborativo en torno a universidades iberoamericanas","authors":"Florencia Claes, Luis Deltell","doi":"10.4438/1988-592X-RE-2020-389-461","DOIUrl":"https://doi.org/10.4438/1988-592X-RE-2020-389-461","url":null,"abstract":"espanolSe presentan las conclusiones de una investigacion sobre las entradas en Wikipedia de las veinticinco universidades iberoamericanas mas relevantes. Para la seleccion de los centros educativos superiores se han utilizado los barometros de Shangai, URAP y otros. En cada entrada de las universidades estudiadas en la enciclopedia online se han revisado todas las versiones idiomaticas existentes. Se ha profundizado en las tres versiones linguisticas mas relevantes (75 articulos en total). Tambien se han monitorizado a los 500 editores mas activos sobre estos textos de educacion superior. El objetivo central de la investigacion es comprobar si existe un comunidad abierta y actividad que reflexione sobre los centros de educacion superior en el ambito iberoamericano y si esta construccion supone un discurso pleno de autoridad abierta (Open Authority), segun lo establecido por Lori Byrd Phillips (2013). Es decir, si se crea una narracion rigurosa e imparcial sobre las universidades. Nuestros resultados muestran una enorme y amplia actividad. Todas las universidades iberoamericanas tienen entradas en Wikipedia en mas de una docena de lenguas. Y los articulos mas amplios superan las de mil contribuciones. La monitorizacion de esta actividad revela como los editores y vigilantes han favorecido la creacion de un espacio de conocimiento y de intercambio sobre las universidades en el entorno de los idiomas portugues y espanol. La conclusion del articulo es que si existe una autoridad abierta (Open Authority) sobre los espacios de educacion superior en Iberoamerica en la enciclopedia online. Las entradas sobre las veinticinco universidades estudiadas y los 500 editores monitorizados revelan que se desarrolla una actividad rigurosa y amplia -aunque desigual- sobre las universidades en Wikipedia. EnglishThis paper presents the conclusions of an investigation into the Wikipedia entries of the twenty-five most relevant Ibero-American universities. The ranking of higher education institutions is based on the Shanghai, URAP and other barometers. In each of the entries of the universities studied in the online encyclopedia, all the existing language versions have been revised. The three most relevant language versions (75 articles in total) have been reviewed in depth. The 500 most active editors on these higher education texts have also been monitored. The main objective of the research is to check whether there is an open community and activity that reflects on higher education centers in the Ibero- American sphere. And if this construction implies a full discourse of open authority (Open Authority), as established by Lori Byrd Phillips (2013). In other words, if a rigorous and impartial narration of the universities is created. Our results show an enormous and broad activity. All Ibero-American universities have Wikipedia entries in more than a dozen languages. And the widest articles exceed more than a thousand contributions. The monitoring of this activity ","PeriodicalId":21314,"journal":{"name":"Revista De Educacion","volume":"64 1","pages":"243-266"},"PeriodicalIF":1.4,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84385941","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Combatir el racismo y el colonialismo por medio de los estudios étnicos","authors":"Christine E. Sleeter","doi":"10.4438/1988-592X-RE-2020-387-437","DOIUrl":"https://doi.org/10.4438/1988-592X-RE-2020-387-437","url":null,"abstract":"espanolDebido a la amnesia historica reforzada a traves de la escolarizacion, las personas que estan marginadas por motivos de raza, etnia e inmigracion a menudo han aprendido a aceptar en lugar de desafiar esa marginacion. Este articulo muestra como los estudios etnicos en las escuelas primarias y secundarias de los EE. UU. intentan combatir la amnesia historica que el colonialismo y el racismo perpetuan. El articulo revisa los procesos que diluyeron el significado de la educacion multicultural y como esa comprension diluida se refleja en los curriculos dominantes. Despues de analizar los estudios etnicos como un proyecto decolonial, el articulo presenta dos ejemplos de practicas, destacando su impacto en los estudiantes y luego concluye con implicaciones. EnglishBecause of historical amnesia reinforced through schooling, peoples who are marginalized on the basis of race, ethnicity, and immigration have often learned to accept rather than challenge that marginalization. This article shows how ethnic studies in U.S. elementary and secondary schools attempts to combat the historical amnesia schooling perpetuates regarding colonialism and racism. The article reviews processes that diluted how many people understand multicultural education, and how that diluted understanding is reflected in white-dominant curricula. After discussing ethnic studies as a decolonial project, the article presents two examples, highlighting their impact on students. The article concludes with implications.","PeriodicalId":21314,"journal":{"name":"Revista De Educacion","volume":"99 1","pages":"39-65"},"PeriodicalIF":1.4,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85491435","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Conocimiento y comunicación de las familias españolas ante los Smartphone y Tablet","authors":"N. G. Fernández, Irina Salcines Talledo, Antonia Ramírez García","doi":"10.4438/1988-592X-RE-2020-390-466","DOIUrl":"https://doi.org/10.4438/1988-592X-RE-2020-390-466","url":null,"abstract":"espanolLos dispositivos moviles han irrumpido con fuerza en el sistema familiar del Siglo XXI, concretamente los Smartphones y las Tablet por su versatilidad, estan impactando en todas las dinamicas familiares, por lo que constituye un desafio educar a todos los miembros de la familia para integrarlos responsablemente. La presente investigacion tiene la finalidad de describir el conocimiento que poseen las familias espanolas en relacion a los Smartphone y las Tablet, asi como abordar la influencia de dichos dispositivos en la comunicacion intrafamiliar. Para ello, se desarrolla una investigacion cuantitativa no experimental de corte transversal, en la que han participado 1082 sujetos pertenecientes a las 17 comunidades autonomas y las 2 ciudades autonomicas que conforman el territorio nacional, a traves de la cumplimentacion de un cuestionario disenado ad hoc, denominado “Smartphone y Tablet en familia”, enviado a traves de dos vias y, en dos momentos diferentes. La estructura de dicha herramienta, esta compuesta por 7 dimensiones con un total de 91 items, analizandose en este articulo dos de las escalas del cuestionario. Los principales resultados muestran que las familias espanolas tienen un conocimiento alto sobre los Smartphone y las Tablet, siendo los hombres y los miembros de la familia de menor edad, los que mayor conocimiento presentan. Igualmente, las familias valoran positivamente las posibilidades comunicativas que ofrece el Smartphone. Sin embargo, consideran que tanto la Tablet como el Smartphone repercuten negativamente en la atencion de los menores del hogar. Tambien se ha llegado a la conclusion de que es preciso promocionar, desde el ambito politico, educativo y familiar, tiempos y espacios comunicativos intrafamiliares presenciales y de calidad, a la vez que educar en el uso responsable de los dispositivos moviles con fines comunicativos, siendo los miembros de la familia de mayor edad, los garantes de un buen ejemplo a los menores. EnglishMobile devices have impacted on the family system of the 21st century, specifically Smartphone and Tablet for their versatility, are impacting on all family dynamics, so it is a challenge to educate all family members to integrate them responsibly. The purpose of this research is to describe the knowledge that Spanish families have in relation to Smartphone and Tablet, as well as to address the influence of these devices on intra-family communication. To this end, a nonexperimental quantitative research cross-sectional is being carried out, in which 1082 persons, belonging to the 17 Spanish autonomous communities and the 2 autonomous cities that make up the national territory have participated, by the answering of a questionnaire designed ad hoc. Tus toll called “Smartphone and Tablet in the Family”, sent through two ways and, at two different times. The structure of this tool is composed of 7 dimensions with a total of 91 items, analyzing in this article two of the scales of the questionnaire","PeriodicalId":21314,"journal":{"name":"Revista De Educacion","volume":"20 1","pages":"79-102"},"PeriodicalIF":1.4,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76015620","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Comunidades Autónomas bilingües, identidades y desempeño educativo según PISA 2015","authors":"David Doncel Abad, Pablo Fernando Cabrera Álvarez","doi":"10.4438/1988-592X-RE-2020-387-443","DOIUrl":"https://doi.org/10.4438/1988-592X-RE-2020-387-443","url":null,"abstract":"espanolEl reconocimiento institucional de las lenguas cooficiales en las ultimas cuatro decadas ha generado nuevas relaciones jerarquicas entre los grupos linguisticos en el Estado Autonomico espanol, mediadas por el estatus otorgado a las lenguas cooficiales en los distintos subsistemas educativos y los usos de las propias lenguas por parte de la poblacion en cada territorio. La variabilidad de bilinguismos educativos acomodados a cada comunidad autonoma permite preguntar si todos ellos son efectivos. Es decir, si articulan un contexto de igualdad de oportunidades para el logro educativo de los diferentes grupos linguisticos e identitarios. El objetivo del presente trabajo consiste en aportar conocimiento sobre los efectos del aprendizaje de los distintos modelos de bilinguismo, organizados para promocionar una identidad colectiva, sobre el desempeno en tres competencias diferentes: matematicas, lectora y cientifica, y segun la lengua hablada en el hogar, entendida, a su vez, como indicador de identidad. Para ello se analiza el desempeno en dichas competencias segun PISA 2015 del alumnado teniendo en cuenta la lengua que ellos hablan en casa. La estrategia metodologica de este trabajo consta de dos fases: a) la imputacion de valores perdidos en las variables del analisis y b) la construccion de modelos multinivel con constante aleatoria. Los resultados muestran, por un lado, que la experiencia simbolica e instructiva que ofrece cada modelo linguistico no condiciona el desempeno de los estudiantes, cuya lengua hablada en casa es el castellano, aunque se dan algunas excepciones. Pero, por otro, si se encuentra asociada a un peor desempeno de la minoria de habla extranjera con relacion a los castellano-hablantes en varias comunidades como Islas Baleares, en el caso de las matematicas, o Cataluna, en el de ciencias. EnglishThe evolution of institutional recognition of co-official languages in Spain in the last four decades has generated a new set of hierarchical relationships amongst linguistic groups. These new relationships are based on the institutional recognition of the co-official language with regards to the sociolinguistic environment of each regional educative subsystem. Given the variety of bilingual educative systems in Spain, it is reasonable to investigate whether they work as expected or, in other words, whether they can generate a context of equal opportunities for the success of the different linguistic and identity groups. The goal of this paper is to shed some light on the effects of the regional bilingual subsystems, which are designed based on a collective identity, on academic attainment. In this research, language spoken at home is for a proxy of collective identity. The methodological design consists of two parts: a) imputing missing values for the analysis variable and b) building a multilevel model. The results show that, in general terms, the symbolic and formative experience of the students is not affected by the language ","PeriodicalId":21314,"journal":{"name":"Revista De Educacion","volume":"29 1","pages":"163-188"},"PeriodicalIF":1.4,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83753317","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Empleo de los estudiantes universitarios y su inserción laboral","authors":"Javier Perez, S. R. Benito","doi":"10.4438/1988-592X-RE-2020-390-464","DOIUrl":"https://doi.org/10.4438/1988-592X-RE-2020-390-464","url":null,"abstract":"espanolLas implicaciones vinculadas al empleo durante los estudios representan un tema de investigacion que debe ser valorado rigurosamente con el fin de encontrar la formula mas adecuada para que los estudiantes universitarios tengan una insercion laboral exitosa una vez acaben su formacion. Por ello, el principal objetivo de este articulo es encontrar el efecto de estar empleado durante los estudios, diferenciando la naturaleza del empleo, sobre el exito de los egresados universitarios en su insercion al mercado de trabajo. Se realizan varios modelos probit con correccion de seleccion con el fin de valorar los efectos concernientes a la citada relacion. Como variables dependientes, se utilizan cuatro indicadores que recogen la calidad del empleo a partir de la estabilidad, la adecuacion y la remuneracion del mismo. La variable explicativa de interes, el trabajo durante los estudios, se clasificara atendiendo al tipo de jornada y su relacion con la formacion del egresado. Con el fin de tener una vision mas amplia, se estudia tanto el primer empleo tras terminar la universidad, como el empleo que tienen los individuos en el momento de realizacion de la encuesta. Los datos utilizados para realizar estos modelos proceden de la Encuesta de Insercion Laboral de Titulados Universitarios (EILU), elaborada por el Instituto Nacional de Estadistica. Los principales resultados muestran un efecto positivo del empleo estudiantil a jornada completa sobre la probabilidad de tener un trabajo estable y mejor remunerado. Por otro lado, la conexion del trabajo estudiantil con el area de estudios del egresado supondra una menor probabilidad de estar sobrecualificado, asi como una mayor probabilidad de situarse en los quintiles mas altos de base de cotizacion. Por ultimo, se encuentra que la magnitud de los efectos es menor en el momento que se realiza la encuesta si se compara con el primer trabajo. EnglishThe implications linked to student employment represent a research topic that must be rigorously evaluated in order to find the most appropriate formula for university students to achieve a successfully labor insertion once they have completed their training. Therefore, the main objective of this article is to find the effect of being employed during studies, differentiating the kind of employment, on the success of university graduates in their insertion into the labor market. We made several probit models with sample selection in order to assess the effects concerning the mentioned relationship. As dependent variables, we used four indicators that include the quality of employment based on the stability, adequacy and remuneration of them. Our principal explanatory variable, work during studies, will be classified based on the work-time and its relationship with the graduate?s studies. In order to have a broader view, we study both the first job after graduating, and the employment that the individuals have at the time of carrying out the sample. The data used t","PeriodicalId":21314,"journal":{"name":"Revista De Educacion","volume":"11 1","pages":"31-51"},"PeriodicalIF":1.4,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86892295","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Influencia del género en la aceptación o rechazo entre iguales en el recreo","authors":"M. I. L. Rico, T. Cruz, M. E. Llamazares, M. E. Palomo, Jonathan Huelmo García, María Carmen Palmero Cámara, Juan Alfredo Jiménez Eguizábal","doi":"10.4438/1988-592X-RE-2020-387-440","DOIUrl":"https://doi.org/10.4438/1988-592X-RE-2020-387-440","url":null,"abstract":"Introduction: Within the construction of personality, relationships between equals are increasingly meaningful, a trend reinforced by the incorporation into the school environment from an early age. This school environment is essential for the processes of adaptation and personal adjustment where gender is built. The present work is focused on the playground as a space and time that takes place during school hours and facilitates both coexistence and interpersonal relationships. Objective: to determine if gender influences the acceptance and rejection relationships that occur during recess in primary and secondary schools, both when choosing and / or rejecting their peers, and in the motivations that justify said choice and / or rejection. Methodology: Mixed, centered on the interpretive paradigm that combines quantitative and qualitative analysis. Results: Girls and boys choose girls and boys respectively, both in the first and second option respectively, to interact during recess due to personality (fun, friendly, funny), friendship (best friend) and play reasons. Regarding rejection, there is a significant relationship with gender, but in a different sense than expected. Both girls and boys reject in first and second place mostly boys. The reasons are related to the personality of the rejected partner, affective characteristics, and differences in the type of games. Conclusions: Acceptance relationships in the playground are related to gender. This pattern, however, is not manifested in the rejection, that occur mainly for reasons of personality, affection, and discrepancies in the type of game. These motivations induce theoretical and practical implications regarding the reorganization of the playground and the utility of a socio-emotional intervention programs on gender equality, cooperation, and interpersonal relations and promotes social and educational inclusion.","PeriodicalId":21314,"journal":{"name":"Revista De Educacion","volume":"7 1","pages":"89-116"},"PeriodicalIF":1.4,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90249765","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Programas grupales de parentalidad positiva : una revisión sistemática de la producción científica","authors":"F. Hernández, María Paz Trillo Miravalles, María Carmen Feijoo Fernández","doi":"10.4438/1988-592X-RE-2020-389-462","DOIUrl":"https://doi.org/10.4438/1988-592X-RE-2020-389-462","url":null,"abstract":"espanolEl ejercicio de la parentalidad se intuye en la actualidad como una tarea dificil, tanto por la complejidad que encierra, como por la diversidad de formas familiares y los retos que implican los cambios de las ultimas decadas. La investigacion sugiere que los progenitores precisan de formacion y apoyos para llevar a cabo la crianza, educacion y socializacion de sus vastagos. A estas necesidades podria dar respuesta la educacion parental desde el enfoque de la parentalidad positiva. El presente estudio pretende mostrar un mapa global y general de la produccion cientifica relacionada con los programas grupales de educacion parental. Para ello se ha ejecutado una revision sistematica siguiendo las directrices de la guia PRISMA y de las colaboraciones Cochrane y Campbell. La busqueda se ha limitado fundamentalmente a articulos en ingles y espanol y publicados en revistas arbitradas entre 2006 y 2019. Se han consultado ocho bases de datos electronicas: ERIC, MEDLINE, SCOPUS, WOS, SCIELO, KCI, PsycARTICLES y PsycINFO. Tras el proceso de seleccion, se han incluido 245 articulos de investigacion. Los resultados han destacado los autores mas prolificos, las revistas con mas publicaciones y 48 paises donde se habian desarrollado las investigaciones, pertenecientes a America, Oceania, Europa, Asia y Africa. En cuanto al diseno de los estudios, el 60 % han sido pre-experimentales o cuasi-experimentales. Tambien se han identificado 115 intervenciones grupales implementadas y evaluadas. Por tanto, se ha apreciado una tendencia creciente en la produccion cientifica sobre el tema, se han descubierto investigaciones ejecutadas en paises de menores ingresos, se ha constatado que no todas las intervenciones se encontraban en la misma etapa de consolidacion y se han localizado los programas mas implementados y evaluados internacionalmente, que parecieron coincidir con los definidos como modelos por guias de referencia, asi como otros prometedores. EnglishThe exercise of parenting is currently perceived as a difficult task, due to its complexity, the diversity of family forms and the challenges brought about by the changes of the last decades. Research suggests that parents need training and support in order to raise, educate and socialize their offspring. A solution to these needs may be found in parental education offered from the perspective of positive parenting. This study aims to show a global and general map of the scientific production related to group parental education programs. To do so we have carried out a systematic review following the guidelines of the PRISMA guide and the Cochrane and Campbell collaborations. The search is limited mainly to articles in English and Spanish and published in refereed journals between 2006 and 2019. Eight electronic databases were consulted: ERIC, MEDLINE, SCOPUS, WOS, SCIELO, KCI, PsycARTICLES and PsycINFO. After the selection process, 245 research articles were included. The results highlight the most prolific a","PeriodicalId":21314,"journal":{"name":"Revista De Educacion","volume":"10 1","pages":"267-295"},"PeriodicalIF":1.4,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82371555","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Predictores del rendimiento académico en las titulaciones de Administración y Dirección de Empresas: el efecto de la especialidad en bachillerato","authors":"José Luis Arroyo Barrigüete, Gregorio Tirado, I. Fernández","doi":"10.4438/1988-592X-RE-2020-390-468","DOIUrl":"https://doi.org/10.4438/1988-592X-RE-2020-390-468","url":null,"abstract":"This paper analyzes the effect of high school specialty on academic performance, both in the first year of university and in the degree as a whole, for business related degrees. In order to study this effect, an analysis has been carried out, with data corresponding to seven different degrees and six cohorts of students, who entered the university between the academic years 2012- 2013 and 2017-2018, obtaining a final sample of 3412 students. Multiple linear regression models have been adjusted, using the adequate techniques to deal with heteroskedasticity produced by dropouts during the first year, as well as multicollinearity due to interactions. These models, in addition to the variable under study, incorporate as control variables those identified in the previous literature as key predictors of academic performance, and a Backward Stepwise Selection strategy has been used for variable selection. The results indicate that, in business related degrees, students from science specialty generally obtain better results during the first year than those who studied the specialty of humanities and social sciences. However, when the degree as a whole is analyzed, these differences disappear. Therefore, we conclude that high school specialty in sciences confers an advantage at the beginning of the university studies. It has also been confirmed that, in degrees with hardly any quantitative load, the effect of the specialty in high school is not a relevant variable to explain academic performance at the university, that is, results are similar regardless of the specialty of origin.","PeriodicalId":21314,"journal":{"name":"Revista De Educacion","volume":"8 1","pages":"129-154"},"PeriodicalIF":1.4,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88425118","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Actitudes hacia la Estadística en Alumnos de Educación: Análisis de Perfiles","authors":"X. G. O. Camacho, S. Martínez, C. R. D. Miguel","doi":"10.4438/1988-592X-RE-2019-385-421","DOIUrl":"https://doi.org/10.4438/1988-592X-RE-2019-385-421","url":null,"abstract":"espanolLas actitudes hacia la estadistica son un cumulo de conductas, cogniciones y emociones respecto a la estadistica. Las actitudes son aprendidas, mediadas por factores culturales e influyen en el aprendizaje y rendimiento de los alumnos, por ello, el objetivo del presente trabajo es realizar una descripcion de dichas actitudes en una muestra de 855 alumnos universitarios de la Facultad de Educacion de la Universidad Complutense de Madrid por medio de la identificacion de perfiles que incluyen tambien variables de identificacion, formacion previa, autoconcepto academico y valoraciones sobre la estadistica en su carrera y futuro profesional. La metodologia que se ha utilizado combina metodos factoriales y analisis cluster. El procedimiento incluye la aplicacion de dos cuestionarios (uno para medir las actitudes y otro para las demas variables), la identificacion del numero de componentes factoriales y de grupos y la validacion y descripcion de los perfiles. Se han identificado cuatro grupos: los dos primeros (61.64% de la muestra) estan compuestos principalmente por mujeres del grado Educacion Infantil/Primaria que presentan actitudes desfavorables, alta ansiedad, bajo autoconcepto y consideran la estadistica poco util profesionalmente. Los otros dos grupos estan compuestos por alumnos que presentan actitudes favorables, alto auto-concepto y consideran que la estadistica es bastante util. El presente estudio constituye un primer paso en la identificacion y caracterizacion de perfiles de actitud hacia la estadistica en alumnos de Educacion y permite crear programas educativos para despertar el interes hacia la materia en los grupos que mas lo necesitan. EnglishAttitudes toward statistics are composed of behaviors, cognitions and emotions about the statistics. Attitudes are learned, mediated by cultural factors and have a wide influence on students? learning and academic performance. For this reason, the aim of this work is to describe the attitudes in a sample of 855 college students of the Complutense University of Madrid by means of the identification of profiles that also include variables of identification, previous training, academic self-concept and perceptions about the influence of statistics in his career and professional future. The used methodology combines factorial methods and cluster analysis. The procedure includes the application of two tests (one to measure the attitudes and another for the other variables), the identification of the number of factorial and group components and the validation and description of the profiles. Four groups have been identified: the first two (61.64% of the sample) are composed mainly of women, students of Kindergarten/Primary Education who have unfavorable attitudes, high anxiety, low self-concept and consider that statistics are not useful. The other two groups are composed of students who have favorable attitudes, high self-concept and consider that statistics are very useful. The present study ","PeriodicalId":21314,"journal":{"name":"Revista De Educacion","volume":"26 1","pages":"173-200"},"PeriodicalIF":1.4,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82261678","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Pensémoslo de nuevo: ¿podemos comparar las escalas de antecedentes socioeconómicos?","authors":"Andrés Sandoval-Hernández, Rutkowski David, Tyler Mata, D. Miranda","doi":"10.4438/1988-592X-RE-2019-383-400","DOIUrl":"https://doi.org/10.4438/1988-592X-RE-2019-383-400","url":null,"abstract":"espanolUtilizando datos de evaluaciones internacionales de gran escala, evaluamos la consistencia y la invarianza de las escalas de antecedentes socioeconomicos de los estudiantes entre los paises participantes en estos estudios. Para ello, utilizamos las medidas de antecedentes socioeconomicos desarrolladas por PISA, TERCE y TIMSS, ya que cada estudio operacionaliza esta medida de manera diferente. Como parte de nuestro analisis, examinamos si la escala de TERCE, un estudio latinoamericano ?con medidas que fueron desarrolladas con enfoque regional? exhibe mejores propiedades psicometricas que otras medidas que fueron disenadas para funcionar en un numero mayor y mas diverso de sistemas educativos. Adicionalmente, examinamos la escala de TIMSS, un estudio enfocado en tendencias ?que historicamente ha enfatizado la comparabilidad y consistencia?. Finalmente, incluimos tambien la escala de PISA, que cuenta con el mayor numero de participantes y que, en cierta medida, ha cambiado y conceptualizado sus cuestionarios de contexto dependiendo el dominio principal y el foco de cada ciclo del estudio. Nuestros resultados sugieren que ninguna de las escalas de contexto que analizamos son completamente invariantes entre los paises que participan en cada estudio, y por lo tanto las comparaciones entre paises deben hacerse con precaucion. Este articulo discute los niveles de equivalencia alcanzados por cada escala en cada estudio, asi como el tipo de comparaciones que se pueden realizar dados estos resultados (e.g. comparacion de los promedios nacionales de las escalas, comparacion de relaciones o correlaciones entre las escalas evaluadas y otras variables, etc.). EnglishUsing data from international large-scale assessments (ILSA), we evaluate the issue of country-level model-data consistency of background socio-economic scales, as well as the invariance across countries. To that end, we use data from PISA, TERCE, and TIMSS, as they operationalize socio-economic status somewhat differently. As part of our analysis, we examine whether TERCE, a Latin American study ? with measures that are regionally developed ? exhibits better psychometric properties than measures that are designed to function across a larger and more diverse number of educational systems. We also examine TIMSS, a trends focused study ? that has historically emphasized consistency and comparison. Finally, we include PISA which has the largest number of participants and has changed and conceptualized a great deal of its background questionnaire depending on the study?s major domain and focus. Our findings suggest that none of the socioeconomic background scales we analyzed are fully invariant in any of the three studies, and therefore comparisons across countries should be done with caution. The different levels of equivalence reached by each scale in each study and the type of comparisons that can be made given these results (e.g., comparison of average scale scores, comparison of relationship","PeriodicalId":21314,"journal":{"name":"Revista De Educacion","volume":"05 1","pages":"37-61"},"PeriodicalIF":1.4,"publicationDate":"2019-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86046965","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}