Academic performance and school engagement among secondary school students in accordance with place of birth, gender and age

[EN] One of the most pressing concerns today in our society is how to ensure that students are able to adapt to the ever-changing context in which they live, and one of the ways of achieving this is to ensure good school adjustment. This study analyzes whether this adjustment is influenced by studen...

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Autores: Goñi Palacios, Eider, Ros Martínez de Lahidalga, Iker, Fernández Lasarte, Oihane
Tipo de recurso: artículo
Fecha de publicación:2018
País:España
Institución:Universidad del País Vasco
Repositorio:Addi. Archivo Digital para la Docencia y la Investigación
OAI Identifier:oai:addi.ehu.eus:10810/56054
Acceso en línea:http://hdl.handle.net/10810/56054
Access Level:acceso abierto
Palabra clave:academic performance
school engagement
place of birth
secondary
rendimiento académico
implicación escolar
origen
secundaria
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spelling Academic performance and school engagement among secondary school students in accordance with place of birth, gender and ageRendimiento académico e implicación escolar en relación al origen, al sexo y la edad del alumnado de SecundariaGoñi Palacios, EiderRos Martínez de Lahidalga, IkerFernández Lasarte, Oihaneacademic performanceschool engagementplace of birthsecondaryrendimiento académicoimplicación escolarorigensecundaria[EN] One of the most pressing concerns today in our society is how to ensure that students are able to adapt to the ever-changing context in which they live, and one of the ways of achieving this is to ensure good school adjustment. This study analyzes whether this adjustment is influenced by students (and their parents) place of birth, gender and age. The sample group comprised 828 secondary school students (Mean age=14.83; SD=1.81) from the Autonomous Community of the Basque Country (BC) in Spain. The results indicate that students born in the BC to native parents have higher levels of affective engagement and achieve better academic results; however, contrary to expectation, not all natives born to immigrant parents were found to score higher for the different dimensions of school adjustment than those born outside the BC. Also, in general, girls were found to have a higher level of adjustment than boys, and students in the last two years of secondary school had lower levels of performance and engagement than both those in the first two years of secondary school and those in higher education. These results are then discussed in the final part of the paper.[ES] Actualmente una de las mayores preocupaciones de la sociedad es conseguir que el alumnado alcance ciertas cotas de adaptación al contexto cambiante en el que se mueve y una de las estrategias principales es a través de un buen ajuste escolar. En este trabajo se analiza si dicho ajuste está condicionado por el lugar de nacimiento del alumnado (y sus progenitores), su sexo y su edad; los análisis se realizan con un total de 828 estudiantes (M=14.83 años; DT=1.81) de Secundaria de la Comunidad Autónoma del País Vasco (CAPV). Los resultados indican que los nacidos en la CAPV son quienes ofrecen una mayor implicación afectiva y mejores calificaciones pero, al contrario de lo esperado, no en todos los casos los inmigrantes de 2ª generación obtienen mejores resultados que los nacidos fuera de la CAPV en las dimensiones del ajuste escolar. Por otro lado, en general, son las chicas las que ofrecen un mejor ajuste y el alumnado de 3º y 4º de la ESO el que peor rendimiento e implicación. Los resultados se discuten.The authors of this study form part of the Consolidated Research Group IT934-16, within the Basque University System. The study itself forms part of the PPG17/61 and EHUA15/15 research projects run by the University of the Basque Country.European Journal of Education and Psychology (E J E P)202220222018info:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10810/56054reponame:Addi. Archivo Digital para la Docencia y la Investigacióninstname:Universidad del País VascoInglésinfo:eu-repo/grantAgreement/MINECO/EDU2017-83949-P/https://revistas.uautonoma.cl/index.php/ejep/article/view/1019https://revistas.uautonoma.cl/index.php/ejep/article/view/1019/804info:eu-repo/semantics/openAccesshttp://creativecommons.org/licenses/by-nc-nd/3.0/es/© Eur. j. educ. psychol. La European Journal of Education and Psychology (EJEP), es una revista seriada revisada por pares, de periodicidad semestral. Tiene un alcance internacional y foco en iberoamérica, es de acceso abierto y utiliza una Licencia Creative Commons de Reconocimiento -No Comercial- sin derivados 4.0 Internacional ( CC BY-NC-ND 4.0 ). Los contenidos están disponibles en acceso abierto inmediatamente después de su publicación.Atribución-NoComercial-SinDerivadas 3.0 Españaoai:addi.ehu.eus:10810/560542026-06-18T09:23:17Z
dc.title.none.fl_str_mv Academic performance and school engagement among secondary school students in accordance with place of birth, gender and age
Rendimiento académico e implicación escolar en relación al origen, al sexo y la edad del alumnado de Secundaria
title Academic performance and school engagement among secondary school students in accordance with place of birth, gender and age
spellingShingle Academic performance and school engagement among secondary school students in accordance with place of birth, gender and age
Goñi Palacios, Eider
academic performance
school engagement
place of birth
secondary
rendimiento académico
implicación escolar
origen
secundaria
title_short Academic performance and school engagement among secondary school students in accordance with place of birth, gender and age
title_full Academic performance and school engagement among secondary school students in accordance with place of birth, gender and age
title_fullStr Academic performance and school engagement among secondary school students in accordance with place of birth, gender and age
title_full_unstemmed Academic performance and school engagement among secondary school students in accordance with place of birth, gender and age
title_sort Academic performance and school engagement among secondary school students in accordance with place of birth, gender and age
dc.creator.none.fl_str_mv Goñi Palacios, Eider
Ros Martínez de Lahidalga, Iker
Fernández Lasarte, Oihane
author Goñi Palacios, Eider
author_facet Goñi Palacios, Eider
Ros Martínez de Lahidalga, Iker
Fernández Lasarte, Oihane
author_role author
author2 Ros Martínez de Lahidalga, Iker
Fernández Lasarte, Oihane
author2_role author
author
dc.subject.none.fl_str_mv academic performance
school engagement
place of birth
secondary
rendimiento académico
implicación escolar
origen
secundaria
topic academic performance
school engagement
place of birth
secondary
rendimiento académico
implicación escolar
origen
secundaria
description [EN] One of the most pressing concerns today in our society is how to ensure that students are able to adapt to the ever-changing context in which they live, and one of the ways of achieving this is to ensure good school adjustment. This study analyzes whether this adjustment is influenced by students (and their parents) place of birth, gender and age. The sample group comprised 828 secondary school students (Mean age=14.83; SD=1.81) from the Autonomous Community of the Basque Country (BC) in Spain. The results indicate that students born in the BC to native parents have higher levels of affective engagement and achieve better academic results; however, contrary to expectation, not all natives born to immigrant parents were found to score higher for the different dimensions of school adjustment than those born outside the BC. Also, in general, girls were found to have a higher level of adjustment than boys, and students in the last two years of secondary school had lower levels of performance and engagement than both those in the first two years of secondary school and those in higher education. These results are then discussed in the final part of the paper.
publishDate 2018
dc.date.none.fl_str_mv 2018
2022
2022
dc.type.none.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv http://hdl.handle.net/10810/56054
url http://hdl.handle.net/10810/56054
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv info:eu-repo/grantAgreement/MINECO/EDU2017-83949-P/
https://revistas.uautonoma.cl/index.php/ejep/article/view/1019
https://revistas.uautonoma.cl/index.php/ejep/article/view/1019/804
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
http://creativecommons.org/licenses/by-nc-nd/3.0/es/
Atribución-NoComercial-SinDerivadas 3.0 España
eu_rights_str_mv openAccess
rights_invalid_str_mv http://creativecommons.org/licenses/by-nc-nd/3.0/es/
Atribución-NoComercial-SinDerivadas 3.0 España
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv European Journal of Education and Psychology (E J E P)
publisher.none.fl_str_mv European Journal of Education and Psychology (E J E P)
dc.source.none.fl_str_mv reponame:Addi. Archivo Digital para la Docencia y la Investigación
instname:Universidad del País Vasco
instname_str Universidad del País Vasco
reponame_str Addi. Archivo Digital para la Docencia y la Investigación
collection Addi. Archivo Digital para la Docencia y la Investigación
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 15,300724

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