Academic performance and school engagement among secondary school students in accordance with place of birth, gender and age
Academic performance and school engagement among secondary school students in accordance with place of birth, gender and age
Main Article Content
Abstract
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.
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ajuste escolar. International Journal of Developmental and Educational Psychology.
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Azzolini, D., Schnell, P., & Palmer, J.R. (2012). Educational achievement gaps between
immigrant and native students in two “new” immigration countries: Italy and Spain in
comparison. The Annals of the American Academy of Political and Social Science,
643(1), 46-77. doi: 10.1177/0002716212441590
Berry, J., & Sabatier, C. (2010). Acculturation, discrimination, and adaptation among second
generation immigrant youth in Montreal and Paris. International Journal of Intercultural
Relations 34, 191–207.
Cabrera, L., & Montero-Sieburth, M. (2015). Revisión de la investigación sobre educación
intercultural y rendimiento académico de estudiantes latinoamericanos en España.
Paideia, Revista de Educación, 55, 11-33.
Calero, J., & Escardíbul, J. (2013). The Performance of Students of Immigrant Origin in PISA2012.
Ministry of Education, Culture, and Sports, PISA 2012. Spanish Report, Vol. II:
Secondary, Ministry of Education, Culture, and Sports, Madrid, 4–31.
Costa, S., & Tabernero, C. (2012). Rendimiento académico y autoconcepto en estudiantes de
educación secundaria obligatoria según el género. Revista Iberoamericana de Psicología
y salud, 3(2), 175-193.
Eryilmaz, A. (2012). A model for subjective well-being in adolescence: Need satisfaction and
reasons for living. Social Indicators Research, 107(3), 561–574. doi: 10.1007/s11205-
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immigrants in secondary school. Intercultural Education, 26(5), 339-360.
Fernández-Zabala, A., Goñi, E., Camino, I., & Zulaika, L.M. (2016). Family and school context in
school engagement. European Journal of Education and Psychology, 9(2), 47-55.
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.
González-Pienda, J.A., Fernández-Cueli, M., García, T., Suárez, N., Fernández, E., Tuero-Herrero,
E., & da Silva, E.H. (2012). Diferencias de género en actitudes hacia las matemáticas en
la enseñanza obligatoria. Revista Iberoamericana de Psicología y Salud, 3(1), 55-73.
Gordon, M.S., & Cui, M. (2012). The effect of school-specific parenting processes on academic
achievement in adolescence and young adulthood. Family Relations, 61(5), 728-741.
Hernando, Á., Oliva, A., & Pertegal, M.A. (2012). Variables familiares y rendimiento académico
en la adolescencia. Estudios de Psicología, 33(1), 51-65. doi:
10.1174/021093912799803791
Ibabe, I. (2016). Academic failure and child-to-parent violence: family protective factors.
Frontiers in psychology, 7, 1-11. doi: 10.3389/fpsyg.2016.01538
Juang, L.P., & Silbereisen, R.K. (2002). The relationship between adolescent academic capability
beliefs, parenting, and school grades. Journal of Adolescence, 25(1), 3-18.
doi:10.1006/ jado.2001.0445
Madariaga, J.M., Arribillaga, A., & Zulaika, L.M. (2014). Componentes y relaciones de un modelo
estructural del ajuste psicosocial en la adolescencia. International Journal of
Developmental and Educational Psychology (INFAD), 6(1), 303-310.
doi: 10.17060/ijodaep.2014.n1.v6.748
Mera, M.J., Martínez-Taboada, C., & Elgorriaga, E. (2014). Rendimiento académico, ajuste
escolar e inteligencia emocional en adolescentes inmigrantes y autóctonos. Boletín de
Psicología, 110, 69-82.
Moral, J., Sánchez, J.C., & Villarreal, M.E. (2010). Desarrollo de una escala multidimensional
breve de ajuste escolar. Revista Electrónica de Metodología Aplicada, 15(1), 1-11.
Pereira-Casal, C.A., Santos-Rego, M., & Lorenzo-Moledo, M. (2013). Alumnos autóctonos y de
origen inmigrante en Pisa: variables de rendimiento. Revista galego-portuguesa de
psicoloxía e educación, 21(1), 95-109.
Ramos-Díaz, E., Rodríguez-Fernández, A., Revuelta, L., y Axpe, I. (2016). El rol mediador de la
implicación escolar sobre el apoyo del profesorado y la satisfacción con la vida.
European Journal of Investigation in Health, Psychology and Education, 6(3), 177-191.
doi:10.30552/ejihpe.v6i3.178.
Rodríguez, B., González, R.A.M., & López, M.J.R. (2016). Dificultades de las familias para
participar en los centros escolares. Revista Latinoamericana de Educación Inclusiva,
10(1), 79-98.
Rodríguez-Fernández, A., Ramos-Díaz, E., Madariaga, J.M., Arrivillaga, A., & Galende, N.
(2016). Steps in the construction and verification of an explanatory model of
psychosocial adjustment. European Journal of Education and Psychology, 9(1), 20-28.
doi: 10.1016/j.ejeps.2015.11.002
Rodríguez-Fernández, A., Ramos-Díaz, E., Ros, I., Fernández-Zabala, A., & Revuelta, L. (2016).
Resiliencia e implicación escolar en función del sexo y del nivel educativo en educación
secundaria. Aula Abierta, 44(2), 77-82. doi: 10.1016/j.aula.2015.09.001
Ros, I., Goikoetxea, J., Gairín, J., & Lekue, P. (2012). Implicación del alumnado en la escuela:
diferencias interindividuales e intercentros. Revista de Psicodidáctica, 17, 291-307.
doi: 10.1387/Rev.Psicodidact.4557
Ros, I., & Zuazagoitia, A. (2015). Implicación escolar y autoconcepto. In A. Fernández-Zabala &
L. Revuelta (Eds.), Ajuste personal y social, investigación psicoeducativa. (pp. 119–
130). Donostia: Erein.
Salinas, J., & Santín, D. (2012). Selección escolar y efectos de la inmigración sobre los resultados
académicos españoles en PISA 2006. Revista de educación, 358, 382-405.
doi: 10-4438/1988-592X-RE-2010-358-083
Santos, M.A., Godás, A., Ferraces, M.J., & Lorenzo, M. (2016). Academic Performance of Native
and Immigrant Students: A Study Focused on the Perception of Family Support and Control, School Satisfaction, and Learning Environment. Frontiers in Psychology, 7, 1-
12. doi: 10.3389/fpsyg.2016.01560
Schnell, P., & Azzolini, D. (2015). The academic achievements of immigrant youths in new
destination countries: Evidence from southern Europe. Migration Studies, 3(2), 217-240.
doi: 10.1093/migration/mnu040
Vaquera, E., & Kao, G. (2012). Educational achievement of immigrant adolescents in Spain: do
gender and region of origin matter? Child Development, 83(5), 1560-1576. doi:
10.1111/j.1467-8624.2012.01791.x
Veiga, F., Burden, R., Appleton, J., Taveira, M.C., & Galvao, D. (2014). Student’s engagement in
school: conceptualization and relations with personal variables and academic
performance. Revista de Psicología y Educación, 9(1), 29-47.