Identificación y establecimiento de las características motivacionales y actitudinales de los estudiantes con rendimiento académico menor de lo esperado según su capacidad (underachievement)
Identificación y establecimiento de las características motivacionales y actitudinales de los estudiantes con rendimiento académico menor de lo esperado según su capacidad (underachievement)
Contenido principal del artículo
Resumen
El término underachievement hace referencia a la discrepancia entre la capacidad potencial y el rendimiento académico observado en el alumnado. El objetivo principal de este trabajo es la identificación del alumnado con rendimiento académico menor de lo esperado con base en su capacidad, así como establecer los factores diferenciales que les caracterizan en comparación con el alumnado con rendimiento acorde con su capacidad. Por una parte, se trata de profundizar en la definición conceptual y operativa de lo que se entiende por alumnado con capacidad mayor a su rendimiento académico, a la vez que se comparan los resultados del empleo de diferentes procedimientos de identificación. Por otra, se trata de identificar los factores motivacionales y actitudinales que caracterizan a este alumnado y lo diferencian del alumnado con rendimiento mayor del esperado y al alumnado con rendimiento acorde a lo esperado. A partir del conocimiento de estos perfiles y sus características diferenciales se pueden establecer implicaciones educativas precisas para el alumnado, los padres y el profesorado, con el objetivo final de revertir su menor rendimiento académico.
Citas
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Campbell-Sills, L., Cohan, S. L., & Stein, M. B. (2006). Relationship of resilience to personality, coping, and psychiatric symptoms in young adults. Behaviour Research and Therapy, 44(4), 585---599. http://dx.doi.org/10.1016/j.brat.2005.05.001
Cava, M., Musitu, G., & Murgui, S. (2007). Individual and social risk factors related to overt victimization in a sample of Spanish adolescents. Psychological Reports, 101(1), 275---290. http://dx.doi.org/10.2466/PR0.101.5.275-290
Chou, K. (1999). Social support and subjective well-being among Hong Kong Chinese Young adults. Journal of Genetic Psychology: Research and Theory on Human Development, 160(3), 319---331. http://dx.doi.org/10.1080/00221329909595402
Connor, K. M., & Davidson, J. T. (2003). Development of a new resilience scale: The Connor-Davidson Resilience Scale (CDRISC). Depression and Anxiety, 18(2), 76---82. http://dx.doi.org/ 10.1002/da.10113
Cunningham, M., & Swanson, D. P. (2010). Educational resilience in African American adolescents. Journal of Negro Education, 79(4), 473---487.
De la Torre-Cruz, M. J., Casanova, P. F., Villa-Carpio, M., & Cerezo, M. T. (2013). Consistencia e inconsistencia parental: Relaciones con la conducta agresiva y la satisfacción vital de los adolescentes. European Journal of Education and Psychology, 6(2), 135---149. http://dx.doi.org/10.1989/ejep.v6i2.112
Diener, E. (1994). Bienestar subjetivo. Intervención Psicosocial, 3(8), 67---113.
Diener, E. (2009). Subjective well-being. In E. Diener (Ed.), The science of well-being: The collected works of Ed Diener (pp. 11---58). Dordrecht, The Netherlands: Springer.
Diener, E., Emmons, R., Larsen, R. J., & Griffin, S. (1985). The Satisfaction With Life Scale. Journal of Personality Assessment, 49, 71---75.
Estell, D. B., & Perdue, N. H. (2013). Social support and behavioral and affective school engagement: The effects of peers, parents, and teachers. Psychology in the Schools, 50(4), 325---339. http://dx.doi.org/10.1002/pits.21681
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Gaylord, N. K., Kitzmann, K. M., & Lockwood, R. L. (2003). Child characteristics as moderators of the association between family stress and children’s externalizing, and peer rejection. Journal of Child and Family Studies, 12, 201---213.
Hughes, J. N., Luo, W., Kwok, O., & Loyd, L. (2008). Teacher---student support, behavior engagement, and achievement: A 3-year longitudinal study. Journal of Educational Psychology, 100, 1---14.
Hughes, J. N., & Chen, Q. (2011). Reciprocal effects of student---teacher and student---peer relatedness: Effects on academic self efficacy. Journal of Applied Developmental Psychology, 32(5), 278---287. http://dx.doi.org/10.1016/ j.appdev.2010.03.005
Hughes, J. N., & Kwok, O. (2007). The influence of student---teacher and parent---teacher relationships on lower achieving readers’ engagement and achievement in the primary grades. Journal of Educational Psychology, 99, 39---51.
Kotzé, M., & Kleynhans, R. (2013). Psychological well-being and resilience as predictors of first-year students’ academic performance. Journal of Psychology in Africa, 23(1), 51---59. http://dx.doi.org/10.1080/14330237.2013.10820593
Krauskopf, D. (2007). Sociedad, adolescencia y resiliencia en el siglo XXI. In M. Munist, N. E. Suárez Ojeda, D. Krauskopf, & T. Silber (Comps), Adolescencia y Resiliencia (pp. 19---36). Buenos Aires: Paidós.
Lam, S., Wong, B. H., Yang, H., & Liu, Y. (2012). Understanding student engagement with a contextual model. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 403---419). New York, NY, US: Springer Science and Business Media. http://dx.doi.org/10.1007/ 978-1-4614-2018-7 19
Landero, R., & González, M. (2008). Escala de apoyo social percibido de familia y amigos (AFA). Documento interno de la Facultad de Psicología, Universidad Autónoma de Nuevo León.
Lerner, R. M., Agans, J. P., Arbeit, M. R., Chase, P. A., Weiner, M. B., Schmid, K. L., et al. (2013). Resilience and positive youth development: A relational developmental systems model. In S. Goldstein, & R. B. Brooks (Eds.), Handbook of resilience in children (pp. 293---308). New York, NY, US: Springer Science + Business Media. http://dx.doi.org/10.1007/978-1-4614-3661-4 17
Lorence Lara, B., Hidalgo-García, M., & Dekovic, M. (2013). Ajuste adolescente en familias en situación de riesgo: El rol del estrés psicosocial y de la socialización parental. Salud Mental, 36(1), 49---57.
Lubbers, M. J., Van der Werf, M. P. C., Kuyper, H., & Offringa, G. J. (2006). Predicting peer acceptance in Dutch youth: A multilevel analysis. Journal of Early Adolescence, 26, 4---35.
Martínez, B. (2009). Ajuste escolar, rechazo y violencia en adolescentes. Valencia: Universidad de Valencia.
Masten, A. S. (2007). Resilience in developing systems: Progress and promise as the fourth wave rises. Development and Psychopathology, 19, 921---930.
Masten, A. S., & Tellegen, A. (2012). Resilience in developmental psychopathology: Contributions of the project competence longitudinal study. Development and Psychopathology, 24(2), 345---361. http://dx.doi.org/10.1017/S095457941200003X
McDonald, R. P., & Ho, M. R. (2002). Principles and practice in reporting structural equation analyses. Psychological Methods, 7(1), 64---82. http://dx.doi.org/10.1037/1082-989X.7.1.64
McMahon, S., Parnes, A., Keys, C., & Viola, J. (2008). School belonging among low in come urban youth with disabilities: Testing a theoretical model. Psychology in the Schools, 45, 387---401.
Meehan, B. T., Hughes, J. N., & Cavell, T. A. (2003). Teacher---student relationships as compensatory resources for aggressive children. Child development, 74(4), 1145---1157. http://dx.doi.org/ 10.1111/1467-8624.00598
Mercer, S. H., & DeRosier, M. E. (2008). Teacher preference, peer rejection, and student aggression: A prospective study of transactional influence and independent contributions to emotional adjustment and grades. Journal of School Psychology, 46, 661---685. http://dx.doi.org/10.1016/j.jsp.2008.06.006
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Browne, M. W., & Cudeck, R. (1993). Alternative ways of assessing model fit. In K. A. Bollen, & J. Scott-Long (Eds.), Testing structural equations models (pp. 136---162). Newbury Park: Sage Publications.
Campbell-Sills, L., Cohan, S. L., & Stein, M. B. (2006). Relationship of resilience to personality, coping, and psychiatric symptoms in young adults. Behaviour Research and Therapy, 44(4), 585---599. http://dx.doi.org/10.1016/j.brat.2005.05.001
Cava, M., Musitu, G., & Murgui, S. (2007). Individual and social risk factors related to overt victimization in a sample of Spanish adolescents. Psychological Reports, 101(1), 275---290. http://dx.doi.org/10.2466/PR0.101.5.275-290
Chou, K. (1999). Social support and subjective well-being among Hong Kong Chinese Young adults. Journal of Genetic Psychology: Research and Theory on Human Development, 160(3), 319---331. http://dx.doi.org/10.1080/00221329909595402
Connor, K. M., & Davidson, J. T. (2003). Development of a new resilience scale: The Connor-Davidson Resilience Scale (CDRISC). Depression and Anxiety, 18(2), 76---82. http://dx.doi.org/ 10.1002/da.10113
Cunningham, M., & Swanson, D. P. (2010). Educational resilience in African American adolescents. Journal of Negro Education, 79(4), 473---487.
De la Torre-Cruz, M. J., Casanova, P. F., Villa-Carpio, M., & Cerezo, M. T. (2013). Consistencia e inconsistencia parental: Relaciones con la conducta agresiva y la satisfacción vital de los adolescentes. European Journal of Education and Psychology, 6(2), 135---149. http://dx.doi.org/10.1989/ejep.v6i2.112
Diener, E. (1994). Bienestar subjetivo. Intervención Psicosocial, 3(8), 67---113.
Diener, E. (2009). Subjective well-being. In E. Diener (Ed.), The science of well-being: The collected works of Ed Diener (pp. 11---58). Dordrecht, The Netherlands: Springer.
Diener, E., Emmons, R., Larsen, R. J., & Griffin, S. (1985). The Satisfaction With Life Scale. Journal of Personality Assessment, 49, 71---75.
Estell, D. B., & Perdue, N. H. (2013). Social support and behavioral and affective school engagement: The effects of peers, parents, and teachers. Psychology in the Schools, 50(4), 325---339. http://dx.doi.org/10.1002/pits.21681
Fall, A., & Roberts, G. (2012). High school dropouts: Interactions between social context, self-perceptions, school engagement, and student dropout, Journal of Adolescence. 35(4), 787---798. http://dx.doi.org/10.1016/j.adolescence.2011.11.004
Fernández-Zabala, A., Goñi, E., Rodríguez-Fernández, A., & Goñi, A. (2015). Un nuevo cuestionario con escalas de las dimensiones del autoconcepto. Revista Mexicana de Psicología, 32(2), 149---159.
Fernández, J., & Bravo, A. (2000). Estructura y dimensiones de apoyo en la red social de los adolescentes. Anuario de Psicología, 31, 87---105.
Florenzano, R., & Valdés, M. (2005). El adolescente y sus conductas de riesgo. Santiago de Chile: Ediciones Universidad Católica de Chile.
Fredricks, J. A., Blumenfeld, P. C., Friedel, J., & Paris, A. (2005). School engagement. In K. A. Moore, & L. Lippman (Eds.), Conceptualizing and measuring indicators of positive development: What do children need to flourish (pp. 305---321). New York: Kluwer Academic/Plenum Press.
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59---109. http://dx.doi. org/10.3102/00346543074001059
Gavazzi, S. M. (2013). Theory and research pertaining to families with adolescents. In G. W. Peterson, & K. R. Bush (Eds.), Handbook of marriage and the family. Part 2 (pp. 303---327). New York: Springer-Verlag.
Gaxiola, J. C., González, S., Domínguez, M. T., & Gaxiola, E. (2013). Autorregulación, metas y rendimiento académico en bachilleres con disposiciones resilientes y no resilientes. Revista Interamericana de Psicología, 47(1), 71---82.
Gaylord, N. K., Kitzmann, K. M., & Lockwood, R. L. (2003). Child characteristics as moderators of the association between family stress and children’s externalizing, and peer rejection. Journal of Child and Family Studies, 12, 201---213.
Hughes, J. N., Luo, W., Kwok, O., & Loyd, L. (2008). Teacher---student support, behavior engagement, and achievement: A 3-year longitudinal study. Journal of Educational Psychology, 100, 1---14.
Hughes, J. N., & Chen, Q. (2011). Reciprocal effects of student---teacher and student---peer relatedness: Effects on academic self efficacy. Journal of Applied Developmental Psychology, 32(5), 278---287. http://dx.doi.org/10.1016/ j.appdev.2010.03.005
Hughes, J. N., & Kwok, O. (2007). The influence of student---teacher and parent---teacher relationships on lower achieving readers’ engagement and achievement in the primary grades. Journal of Educational Psychology, 99, 39---51.
Kotzé, M., & Kleynhans, R. (2013). Psychological well-being and resilience as predictors of first-year students’ academic performance. Journal of Psychology in Africa, 23(1), 51---59. http://dx.doi.org/10.1080/14330237.2013.10820593
Krauskopf, D. (2007). Sociedad, adolescencia y resiliencia en el siglo XXI. In M. Munist, N. E. Suárez Ojeda, D. Krauskopf, & T. Silber (Comps), Adolescencia y Resiliencia (pp. 19---36). Buenos Aires: Paidós.
Lam, S., Wong, B. H., Yang, H., & Liu, Y. (2012). Understanding student engagement with a contextual model. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 403---419). New York, NY, US: Springer Science and Business Media. http://dx.doi.org/10.1007/ 978-1-4614-2018-7 19
Landero, R., & González, M. (2008). Escala de apoyo social percibido de familia y amigos (AFA). Documento interno de la Facultad de Psicología, Universidad Autónoma de Nuevo León.
Lerner, R. M., Agans, J. P., Arbeit, M. R., Chase, P. A., Weiner, M. B., Schmid, K. L., et al. (2013). Resilience and positive youth development: A relational developmental systems model. In S. Goldstein, & R. B. Brooks (Eds.), Handbook of resilience in children (pp. 293---308). New York, NY, US: Springer Science + Business Media. http://dx.doi.org/10.1007/978-1-4614-3661-4 17
Lorence Lara, B., Hidalgo-García, M., & Dekovic, M. (2013). Ajuste adolescente en familias en situación de riesgo: El rol del estrés psicosocial y de la socialización parental. Salud Mental, 36(1), 49---57.
Lubbers, M. J., Van der Werf, M. P. C., Kuyper, H., & Offringa, G. J. (2006). Predicting peer acceptance in Dutch youth: A multilevel analysis. Journal of Early Adolescence, 26, 4---35.
Martínez, B. (2009). Ajuste escolar, rechazo y violencia en adolescentes. Valencia: Universidad de Valencia.
Masten, A. S. (2007). Resilience in developing systems: Progress and promise as the fourth wave rises. Development and Psychopathology, 19, 921---930.
Masten, A. S., & Tellegen, A. (2012). Resilience in developmental psychopathology: Contributions of the project competence longitudinal study. Development and Psychopathology, 24(2), 345---361. http://dx.doi.org/10.1017/S095457941200003X
McDonald, R. P., & Ho, M. R. (2002). Principles and practice in reporting structural equation analyses. Psychological Methods, 7(1), 64---82. http://dx.doi.org/10.1037/1082-989X.7.1.64
McMahon, S., Parnes, A., Keys, C., & Viola, J. (2008). School belonging among low in come urban youth with disabilities: Testing a theoretical model. Psychology in the Schools, 45, 387---401.
Meehan, B. T., Hughes, J. N., & Cavell, T. A. (2003). Teacher---student relationships as compensatory resources for aggressive children. Child development, 74(4), 1145---1157. http://dx.doi.org/ 10.1111/1467-8624.00598
Mercer, S. H., & DeRosier, M. E. (2008). Teacher preference, peer rejection, and student aggression: A prospective study of transactional influence and independent contributions to emotional adjustment and grades. Journal of School Psychology, 46, 661---685. http://dx.doi.org/10.1016/j.jsp.2008.06.006
Moreno, C., Ramos, P., Rivera, F., Jiménez-Iglesias, A., García-Moya, I., Sánchez-Queija, I., et al. (2012). Las conductas relacionadas con la salud y el desarrollo de los adolescentes españoles. Resultados del Estudio HBSC-2010 con chicos y chicas españoles de 11 a 18 años. Madrid: Ministerio de Sanidad, Servicios Sociales e Igualdad.
Moreno, J. A., & Vera, J. A. (2011). Modelo causal de la satisfacción con la vida en estudiantes adolescentes. Revista de Psicodidáctica, 16(2), 367---380.
Oliva, A., Parra, A., & Sánchez-Queija, I. (2002). Relaciones con padres e iguales como predictoras del ajuste emocional y conductual durante la adolescencia. Apuntes de Psicología, 21, 225---242.
Otero-López, J. M. (2001). Consumo de drogas y comportamientos delictivos en la adolescencia. In C. Saldaña (Dir.), Detección y prevención en el aula de los problemas del adolescente (pp. 179---212). Madrid: Pirámide.
Otero-López, J. M., Villardefrancos, E., Castro, C., & Santiago, M. J. (2014). Stress, positive personal variables and burnout: A path analytic approach. European Journal of Education and Psychology, 7(2), 95---106. http://dx.doi.org/10.1989/ejep.v7i2.182
Ou, S. (2005). Pathways of long-term effects of an early intervention program on educational attainment: Findings from the Chicago longitudinal study. Journal of Applied Developmental Psychology, 26(5), 578---611. http://dx.doi.org/10.1016/ j.appdev.2005.06.008
Perdue, N. H., Manzeske, D. P., & Estell, D. B. (2009). Predicting school commitment at grade five: Exploring the role of students relationships with peers and teachers from grade three. Psychology in the Schools, 46, 1084---1097.
Ramos-Díaz, E. (2015). Resiliencia y ajuste psicosocial en la adolescencia. Lejona: UPV/EHU.
Rodríguez-Fernández, A., Droguett, L., & Revuelta, L. (2012). School and personal adjustment in adolescence: The role of academic self-concept and perceived social support. Revista de Psicodidáctica, 17(2), 397---414. http://dx.doi.org/ 10.1387/Rev.Psicodidact.4496
Rodríguez-Fernández, A., & Goñi, A. (2011). La estructura tridimensional del bienestar subjetivo. Anales de Psicología, 27(2), 327---332.
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