Clima escolar, bienestar estudiantil y alfabetización lectora: Análisis basado en PISA 2018
La alfabetización lectora es esencial para el éxito y el desarrollo de los estudiantes. En el marco de la psicología educativa, existe evidencia de que el clima escolar y el bienestar estudiantil inciden en el desarrollo de la alfabetización lectora. Esta investigación busca identificar los factores...
- Autores:
-
Jerez García, Daniel Mauricio
- Tipo de recurso:
- Fecha de publicación:
- 2023
- Institución:
- Universidad Nacional de Colombia
- Repositorio:
- Universidad Nacional de Colombia
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.unal.edu.co:unal/85431
- Palabra clave:
- 100 - Filosofía y Psicología::107 - Educación, investigación, temas relacionados
Métodos de enseñanza
Educación
Education
Educational method
Educational method
Educación
Alfabetización lectora
Clima escolar
Bienestar estudiantil
PISA 2018
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- openAccess
- License
- Reconocimiento 4.0 Internacional
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Clima escolar, bienestar estudiantil y alfabetización lectora: Análisis basado en PISA 2018 |
| dc.title.translated.eng.fl_str_mv |
School climate, student well-being and reading literacy: Analysis based on PISA 2018 |
| title |
Clima escolar, bienestar estudiantil y alfabetización lectora: Análisis basado en PISA 2018 |
| spellingShingle |
Clima escolar, bienestar estudiantil y alfabetización lectora: Análisis basado en PISA 2018 100 - Filosofía y Psicología::107 - Educación, investigación, temas relacionados Métodos de enseñanza Educación Education Educational method Educational method Educación Alfabetización lectora Clima escolar Bienestar estudiantil PISA 2018 |
| title_short |
Clima escolar, bienestar estudiantil y alfabetización lectora: Análisis basado en PISA 2018 |
| title_full |
Clima escolar, bienestar estudiantil y alfabetización lectora: Análisis basado en PISA 2018 |
| title_fullStr |
Clima escolar, bienestar estudiantil y alfabetización lectora: Análisis basado en PISA 2018 |
| title_full_unstemmed |
Clima escolar, bienestar estudiantil y alfabetización lectora: Análisis basado en PISA 2018 |
| title_sort |
Clima escolar, bienestar estudiantil y alfabetización lectora: Análisis basado en PISA 2018 |
| dc.creator.fl_str_mv |
Jerez García, Daniel Mauricio |
| dc.contributor.advisor.none.fl_str_mv |
Corredor Aristizábal, Javier Alejandro |
| dc.contributor.author.none.fl_str_mv |
Jerez García, Daniel Mauricio |
| dc.contributor.orcid.spa.fl_str_mv |
https://orcid.org/0000-0002-7540-825X |
| dc.subject.ddc.spa.fl_str_mv |
100 - Filosofía y Psicología::107 - Educación, investigación, temas relacionados |
| topic |
100 - Filosofía y Psicología::107 - Educación, investigación, temas relacionados Métodos de enseñanza Educación Education Educational method Educational method Educación Alfabetización lectora Clima escolar Bienestar estudiantil PISA 2018 |
| dc.subject.lemb.spa.fl_str_mv |
Métodos de enseñanza Educación Education |
| dc.subject.lemb.eng.fl_str_mv |
Educational method Educational method |
| dc.subject.proposal.spa.fl_str_mv |
Educación Alfabetización lectora Clima escolar Bienestar estudiantil PISA 2018 |
| description |
La alfabetización lectora es esencial para el éxito y el desarrollo de los estudiantes. En el marco de la psicología educativa, existe evidencia de que el clima escolar y el bienestar estudiantil inciden en el desarrollo de la alfabetización lectora. Esta investigación busca identificar los factores de clima escolar y bienestar estudiantil que predicen la alfabetización lectora en la escuela secundaria en América Latina usando los datos de PISA 2018. Se construyó un modelo de perceptrón multicapa para generar hipótesis novedosas y robustas sobre los factores asociados a la alfabetización lectora. Se verificaron estas hipótesis con un conjunto de datos distinto construyendo un Modelo Lineal General Multivariante y Modelos de Efectos Mixtos. Esta metodología se propuso en el marco de la crisis de replicación en investigación en educación y psicología del desarrollo. Respecto al clima escolar, se encontró que la instrucción dirigida, la retroalimentación y el clima discriminatorio se asocian a un menor rendimiento en lectura. Mientras tanto, la instrucción adaptativa y el sentido de pertenencia predicen una mayor alfabetización lectora. Respecto al bienestar estudiantil, la autoeficacia, la motivación para dominar las tareas, el disfrute de leer y la mentalidad de crecimiento predicen una mayor capacidad lectora. Entretanto, la satisfacción vital se asocia a una menor alfabetización lectora. Estos resultados demuestran la relevancia del clima escolar y del bienestar estudiantil en el desarrollo de la alfabetización lectora en la escuela. Además, la metodología de esta investigación refleja cómo se puede usar el Aprendizaje Automático en la fase exploratoria de los estudios educativos para generar hipótesis robustas y replicables. (Texto tomado de la fuente) |
| publishDate |
2023 |
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2023 |
| dc.date.accessioned.none.fl_str_mv |
2024-01-24T21:11:04Z |
| dc.date.available.none.fl_str_mv |
2024-01-24T21:11:04Z |
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Trabajo de grado - Maestría |
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info:eu-repo/semantics/masterThesis |
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info:eu-repo/semantics/acceptedVersion |
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Text |
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http://purl.org/redcol/resource_type/TM |
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acceptedVersion |
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https://repositorio.unal.edu.co/handle/unal/85431 |
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Universidad Nacional de Colombia |
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Repositorio Institucional Universidad Nacional de Colombia |
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https://repositorio.unal.edu.co/ |
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https://repositorio.unal.edu.co/handle/unal/85431 https://repositorio.unal.edu.co/ |
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Universidad Nacional de Colombia Repositorio Institucional Universidad Nacional de Colombia |
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spa |
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Reconocimiento 4.0 Internacionalhttp://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Corredor Aristizábal, Javier Alejandroc409855b8ae6de0f9d1facd1e2afde0e600Jerez García, Daniel Mauricio52448d5fb516245c0a7dcfef9478b5ffhttps://orcid.org/0000-0002-7540-825X2024-01-24T21:11:04Z2024-01-24T21:11:04Z2023https://repositorio.unal.edu.co/handle/unal/85431Universidad Nacional de ColombiaRepositorio Institucional Universidad Nacional de Colombiahttps://repositorio.unal.edu.co/La alfabetización lectora es esencial para el éxito y el desarrollo de los estudiantes. En el marco de la psicología educativa, existe evidencia de que el clima escolar y el bienestar estudiantil inciden en el desarrollo de la alfabetización lectora. Esta investigación busca identificar los factores de clima escolar y bienestar estudiantil que predicen la alfabetización lectora en la escuela secundaria en América Latina usando los datos de PISA 2018. Se construyó un modelo de perceptrón multicapa para generar hipótesis novedosas y robustas sobre los factores asociados a la alfabetización lectora. Se verificaron estas hipótesis con un conjunto de datos distinto construyendo un Modelo Lineal General Multivariante y Modelos de Efectos Mixtos. Esta metodología se propuso en el marco de la crisis de replicación en investigación en educación y psicología del desarrollo. Respecto al clima escolar, se encontró que la instrucción dirigida, la retroalimentación y el clima discriminatorio se asocian a un menor rendimiento en lectura. Mientras tanto, la instrucción adaptativa y el sentido de pertenencia predicen una mayor alfabetización lectora. Respecto al bienestar estudiantil, la autoeficacia, la motivación para dominar las tareas, el disfrute de leer y la mentalidad de crecimiento predicen una mayor capacidad lectora. Entretanto, la satisfacción vital se asocia a una menor alfabetización lectora. Estos resultados demuestran la relevancia del clima escolar y del bienestar estudiantil en el desarrollo de la alfabetización lectora en la escuela. Además, la metodología de esta investigación refleja cómo se puede usar el Aprendizaje Automático en la fase exploratoria de los estudios educativos para generar hipótesis robustas y replicables. (Texto tomado de la fuente)Reading literacy is essential for student success and development. Within the framework of educational psychology, there is evidence that school climate and student well-being affect reading literacy development. This research seeks to identify school climate and student well-being factors that predict reading literacy in high school in Latin America using PISA 2018 data. A multilayer perceptron model was constructed to generate novel and robust hypotheses about factors associated with reading literacy. These hypotheses were tested with a different dataset by building a Multivariate General Linear Model and Mixed Effects Models. This methodology was proposed in the framework of the replication crisis in research in education and developmental psychology. Regarding school climate, it was found that directed instruction, feedback and discriminatory climate are associated with lower reading achievement. Meanwhile, adaptive instruction and sense of belonging predict higher reading literacy. Regarding student well-being, self-efficacy, motivation to master tasks, enjoyment of reading, and growth mindset predict higher reading literacy. Meanwhile, life satisfaction is associated with lower reading literacy. These results demonstrate the relevance of school climate and student well-being in the development of reading literacy in school. Furthermore, the methodology of this research reflects how Machine Learning can be used in the exploratory phase of educational studies to generate robust and replicable hypotheses.MaestríaMagíster en Psicología142 páginasapplication/pdfspaUniversidad Nacional de ColombiaBogotá - Ciencias Humanas - Maestría en PsicologíaFacultad de Ciencias HumanasBogotá, ColombiaUniversidad Nacional de Colombia - Sede Bogotá100 - Filosofía y Psicología::107 - Educación, investigación, temas relacionadosMétodos de enseñanzaEducaciónEducationEducational methodEducational methodEducaciónAlfabetización lectoraClima escolarBienestar estudiantilPISA 2018Clima escolar, bienestar estudiantil y alfabetización lectora: Análisis basado en PISA 2018School climate, student well-being and reading literacy: Analysis based on PISA 2018Trabajo de grado - Maestríainfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/acceptedVersionTexthttp://purl.org/redcol/resource_type/TM2018 Database—PISA. (s. f.). 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Exposure to Bullying, Academic Literacy and Social Integration: Evidences from PISA (SSRN Scholarly Paper 3676306). https://doi.org/10.2139/ssrn.3676306MaestrosLICENSElicense.txtlicense.txttext/plain; charset=utf-85879https://repositorio.unal.edu.co/bitstream/unal/85431/3/license.txteb34b1cf90b7e1103fc9dfd26be24b4aMD53ORIGINAL1032503859.2023.pdf1032503859.2023.pdfTesis de Maestría en Psicologíaapplication/pdf1503385https://repositorio.unal.edu.co/bitstream/unal/85431/4/1032503859.2023.pdf19fa713edb1179ae6b64ea6b66eb45e9MD54THUMBNAIL1032503859.2023.pdf.jpg1032503859.2023.pdf.jpgGenerated Thumbnailimage/jpeg3625https://repositorio.unal.edu.co/bitstream/unal/85431/5/1032503859.2023.pdf.jpgbd2b74cf93d46cdf6ffc3e79b83ce8d8MD55unal/85431oai:repositorio.unal.edu.co:unal/854312024-01-24 23:04:16.519Repositorio Institucional Universidad Nacional de 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