Reconstruction of the learning identity, academic-social integration and its relation with the permanence in students of the University of Concepción, Campus Los Angeles, Chile

Social and academic interactions approach stands out among the perspectives that explain retention and dropout of university studies (Tinto, 1975, 1993). The interactional point of view was one of the main pillars for the development of this doctoral thesis since it created the conditions to develop...

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Author: Abello-Riquelme, Rubén
Format: doctoral thesis
Status:Published version
Publication Date:2019
Country:Chile
OAI Identifier:oai:repositorio.anid.cl:10533/232969
Online Access:https://hdl.handle.net/10533/232969
Access Level:Open access
Keyword:Ciencias Sociales
Psicología
Otras Especialidades de la Psicología
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dc.title.es_CL.fl_str_mv Reconstruction of the learning identity, academic-social integration and its relation with the permanence in students of the University of Concepción, Campus Los Angeles, Chile
Reconstrucción de la identidad de aprendiz, integración académico-social y su relación con la permanencia en estudiantes de la Universidad de Concepción, Campus Los Ángeles, Chile
title Reconstruction of the learning identity, academic-social integration and its relation with the permanence in students of the University of Concepción, Campus Los Angeles, Chile
spellingShingle Reconstruction of the learning identity, academic-social integration and its relation with the permanence in students of the University of Concepción, Campus Los Angeles, Chile
Abello-Riquelme, Rubén
Ciencias Sociales
Psicología
Otras Especialidades de la Psicología
title_short Reconstruction of the learning identity, academic-social integration and its relation with the permanence in students of the University of Concepción, Campus Los Angeles, Chile
title_full Reconstruction of the learning identity, academic-social integration and its relation with the permanence in students of the University of Concepción, Campus Los Angeles, Chile
title_fullStr Reconstruction of the learning identity, academic-social integration and its relation with the permanence in students of the University of Concepción, Campus Los Angeles, Chile
title_full_unstemmed Reconstruction of the learning identity, academic-social integration and its relation with the permanence in students of the University of Concepción, Campus Los Angeles, Chile
title_sort Reconstruction of the learning identity, academic-social integration and its relation with the permanence in students of the University of Concepción, Campus Los Angeles, Chile
dc.creator.none.fl_str_mv Abello-Riquelme, Rubén
author Abello-Riquelme, Rubén
author_facet Abello-Riquelme, Rubén
author_role author
dc.contributor.advisor.none.fl_str_mv Vila-Mendiburú, Ignasi
dc.contributor.institution.es_CL.fl_str_mv UNIVERSIDAD DE BARCELONA
dc.subject.oecd1n.es_CL.fl_str_mv Ciencias Sociales
topic Ciencias Sociales
Psicología
Otras Especialidades de la Psicología
dc.subject.oecd2n.es_CL.fl_str_mv Psicología
dc.subject.oecd3n.es_CL.fl_str_mv Otras Especialidades de la Psicología
description Social and academic interactions approach stands out among the perspectives that explain retention and dropout of university studies (Tinto, 1975, 1993). The interactional point of view was one of the main pillars for the development of this doctoral thesis since it created the conditions to develop research instruments and methods. In this context, one of the main contributions of this research was to propose the use of Learner Identity as an analytical tool (Coll y Falsafi, 2010a; Falsafi, 2011; Falsafi y Coll, 2011, 2015) to identify and analyze university experiences narrated by a group of students of University of Concepción. Along with the results obtained, properties of Learner Identity as an analytical tool were described, starting with questionnaire and interview design, in addition to a proposal of mechanisms that enabled the analysis of information given by students who participated in the research. Once the experience was defined -through the application and analysis of instruments- it was possible to explore the social and individual dimensions of Learner Identity in university contexts. Through the use of Learner Identity as an analytical tool (Coll y Falsafi, 2010a; Falsafi, 2011) it was possible to obtain evidence to propose its utilization for the study of learning experiences in academic and non-academic contexts, accurately determining characteristics of interactions in different university scenarios, the influence of the student’s experiences on self-perception as a more competent student and on intentions to remain studying. Along with a characterization of interactions that guided a group of students into reflecting about significant experiences they lived at university, instruments were developed as well as a methodology to operationalize the use of Learner Identity as an analytical tool in the context of retention and dropout. It is recommended that university teachers take these findings into consideration to offer acts of recognition that strengthen students’ sense of recognition (Falsafi, 2011; Valdés, 2016); to influence the creation of proposals oriented to make the most of university experiences and to produce institutional mechanisms that can mediate students’ retention until they graduate.
publishDate 2019
dc.date.accessioned.none.fl_str_mv 2019-03-01T18:59:05Z
2022-08-16T18:46:10Z
dc.date.available.none.fl_str_mv 2019-03-01T18:59:05Z
2022-08-16T18:46:10Z
dc.date.issued.es_CL.fl_str_mv 2019
dc.type.none.fl_str_mv Tesis Doctorado
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spelling UNIVERSIDAD DE BARCELONAAbello-Riquelme, Rubén2019https://hdl.handle.net/10533/232969http://purl.org/coar/access_right/c_abf2Otras Especialidades de la PsicologíaPsicologíaCiencias SocialesReconstruction of the learning identity, academic-social integration and its relation with the permanence in students of the University of Concepción, Campus Los Angeles, ChileVila-Mendiburú, IgnasiUNIVERSIDAD DE BARCELONAEspañaAbello-Riquelme, Rubén2019-03-01T18:59:05Z2022-08-16T18:46:10Z2019-03-01T18:59:05Z2022-08-16T18:46:10Z2019Social and academic interactions approach stands out among the perspectives that explain retention and dropout of university studies (Tinto, 1975, 1993). The interactional point of view was one of the main pillars for the development of this doctoral thesis since it created the conditions to develop research instruments and methods. In this context, one of the main contributions of this research was to propose the use of Learner Identity as an analytical tool (Coll y Falsafi, 2010a; Falsafi, 2011; Falsafi y Coll, 2011, 2015) to identify and analyze university experiences narrated by a group of students of University of Concepción. Along with the results obtained, properties of Learner Identity as an analytical tool were described, starting with questionnaire and interview design, in addition to a proposal of mechanisms that enabled the analysis of information given by students who participated in the research. Once the experience was defined -through the application and analysis of instruments- it was possible to explore the social and individual dimensions of Learner Identity in university contexts. Through the use of Learner Identity as an analytical tool (Coll y Falsafi, 2010a; Falsafi, 2011) it was possible to obtain evidence to propose its utilization for the study of learning experiences in academic and non-academic contexts, accurately determining characteristics of interactions in different university scenarios, the influence of the student’s experiences on self-perception as a more competent student and on intentions to remain studying. Along with a characterization of interactions that guided a group of students into reflecting about significant experiences they lived at university, instruments were developed as well as a methodology to operationalize the use of Learner Identity as an analytical tool in the context of retention and dropout. It is recommended that university teachers take these findings into consideration to offer acts of recognition that strengthen students’ sense of recognition (Falsafi, 2011; Valdés, 2016); to influence the creation of proposals oriented to make the most of university experiences and to produce institutional mechanisms that can mediate students’ retention until they graduate.Entre las perspectivas que explican la permanencia y el abandono de los estudios universitarios, destaca el enfoque de las interacciones sociales y académicas (Tinto, 1975, 1993). El punto de vista interaccional fue uno de los pilares fundamentales para el desarrollo de esta tesis doctoral, pues generó las condiciones para la elaboración de instrumentos y métodos de investigación. En este contexto, una de las principales contribuciones de esta investigación consistió en proponer la utilización de la IdA como herramienta analítica (Coll y Falsafi, 2010a; Falsafi, 2011; Falsafi y Coll, 2011, 2015), para la identificación y análisis de experiencias universitarias, narradas por un grupo de estudiantes de la Universidad de Concepción; lo que permitió establecer una conexión con la teoría de las Interacciones Sociales y Académicas (Tinto, 1975, 1993, 1997), y la apertura de un espacio para la investigación en la permanencia y el abandono de los estudios universitarios. En cuanto al contenido de esta tesis, primeramente, se revisaron aproximaciones teórico-empíricas acerca de la permanencia y el abandono de los estudios, con énfasis en las interacciones de tipo social y académico entre maestros y aprendices, y entre los mismos estudiantes universitarios. Seguidamente, se presentaron los fundamentos teóricos para el empleo de la IdA como herramienta analítica de experiencias universitarias, estas sucedieron en diversos espacios de la institución, y se expresaron como vivencias académicas y no académicas, mediadas por el aprendizaje incidental o voluntario, según el contexto (Abello et al., 2012; Coll, 2010; Falsafi, 2011; Valdés, 2016). En el marco de la metodología cualitativa, se llevó a cabo un estudio de caso, utilizándose la fenomenología interpretativa para el desarrollo de técnicas de análisis de datos (Smith, Flowers, y Larkin, 2009; Willig, 2013). Junto con los resultados obtenidos, se describieron las propiedades de la IdA como herramienta analítica, comenzando con el diseño de cuestionarios y entrevistas, más la proposición de mecanismos que facilitaron el análisis de la información brindada por los estudiantes que participaron en la investigación. Mediante la utilización de la IdA como herramienta analítica (Coll y Falsafi, 2010a; Falsafi, 2011), se obtuvieron evidencias que permitieron proponer su utilidad para el estudio de experiencias de aprendizaje en contextos académicos y no académicos, determinando con precisión las características de las interacciones en diversos escenarios de la universidad, la influencia de las vivencias del estudiante en la percepción de sí mismo como un aprendiz más competente y en sus intenciones de permanecer en los estudios. Junto con la caracterización de las interacciones que llevaron a un grupo de estudiantes a reflexionar acerca de experiencias significativas que tuvieron en la universidad, se desarrollaron instrumentos y una metodología que permitieron operacionalizar el uso de la IdA como herramienta analítica, en el contexto de la permanencia o abandono de los estudios. Se recomienda que los docentes universitarios consideren los hallazgos de esta investigación, para brindar actos de reconocimiento que fortalezcan el sentido de reconocimiento del alumnado (Falsafi, 2011; Valdés, 2016); de manera que, se influya en la creación de propuestas orientadas a un mejor aprovechamiento de las experiencias universitarias y en la generación de mecanismos institucionales que medien en la permanencia del alumnado hasta la obtención del Grado Académico.PFCHA-BecasPFCHA-Becas720904951161502https://hdl.handle.net/10533/232969instname: Conicytreponame: Repositorio Digital RI2.0info:eu-repo/grantAgreement//72090495info:eu-repo/grantAgreement//1161502info:eu-repo/semantics/dataset/hdl.handle.net/10533/93488https://www.tdx.cat/handle/10803/665984info:eu-repo/semantics/openAccesshttp://creativecommons.org/licenses/by-nc/3.0/cl/Ciencias SocialesPsicologíaOtras Especialidades de la PsicologíaReconstruction of the learning identity, academic-social integration and its relation with the permanence in students of the University of Concepción, Campus Los Angeles, ChileReconstrucción de la identidad de aprendiz, integración académico-social y su relación con la permanencia en estudiantes de la Universidad de Concepción, Campus Los Ángeles, ChileTesis Doctoradoinfo:eu-repo/semantics/doctoralThesisinfo:eu-repo/semantics/publishedVersionTesisTesishttps://hdl.handle.net/10533/232969PFCHA-Becas392622ea-566d-4392-8151-12a5b7780a1avirtual::54717-1392622ea-566d-4392-8151-12a5b7780a1avirtual::54717-1ORIGINAL4. 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