The causes of school failure in secondary school students:Validation of a psychosocial model with structural equations

  1. Fernando Chacón Fuertes 1
  2. Carlos A. Huertas Hurtado 2
  1. 1 Universidad Complutense de Madrid
    info

    Universidad Complutense de Madrid

    Madrid, España

    ROR 02p0gd045

  2. 2 Universidad de San Buenaventura, Bogota
    info

    Universidad de San Buenaventura, Bogota

    Bogotá, Colombia

    ROR https://ror.org/04sqpjb51

Revista:
The Spanish Journal of Psychology

ISSN: 1138-7416

Año de publicación: 2017

Volumen: 20

Tipo: Artículo

DOI: 10.1017/SJP.2017.60 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: The Spanish Journal of Psychology

Resumen

The objective of the study was to determine the causal effects of school failure (SF) among secondary school students, belonging to five public schools within the region of Girardota, Colombia, through the validation of a psychosocial model with structural equations. A total of 319 students, 25% more males, enrolled in classes between 6th and 11th year, with an average age of 14 years. Furthermore, 265 parents and 200 teachers were also included in the sample. Participants answered the questions raised in 9 instruments. Of the total number of students, 63.8% were surveyed. The instruments were subjected to a pilot test and to the judgment of experts. In order to reduce the amount of data, exploratory and confirmatory factorial analyses were used. Other techniques of multivariate analysis such as decision trees and linear regressions were also used in order to previously evaluate the relationships between the independent variables (IV) and the dependent variable (DV). Afterwards, the Full SEM was calculated, yielding a model consisting of 34 variables (10 latent and 24 observable), with the following indexes of goodness of fit: CMIN/DF = 1.146, p = .058, IFI = 0.974, TLI = .970, CFI = .974, RMSEA = .027 and PCLOSE = 0.998. Theoretically, the model confirms the predictive value of the selected variables, with respect to school failure. The results are applicable to both the design of educational policies and the direct intervention in the classroom. In both contexts, strategies can be developed that reduce factors that negatively affect school performance, actively linking students, teachers and parents.

Referencias bibliográficas

  • Adebule S. O. (2014). Self concept and academic performance in mathematics among secondary school students in Ekiti–State. Scholars Journal of Engineering and Technology (SJET), 2(3A), 348–351.
  • Alcalá R. (2011). ¿Los hábitos de estudio, útiles ante el fracaso escolar? [Are study habits useful to avoid school failure?]. Innovación y Experiencias Educativas, 41, 1–13.
  • Álvaro M., Bueno M., Calleja J., Cerdán J., Echeverría M., García C., … Trillo C. (1990). Hacia un modelo causal del rendimiento académico [Towards a casual model of academic performance]. Madrid, Spain: CIDE.
  • Alloway T. P., & Passolunghi M. C. (2011). The relationship between working memory, IQ, and mathematical skills in children. Learning and Individual Differences, 21(1), 133–137. https://doi.org/10.1016/j.lindif.2010.09.013
  • Baron R. M, & Kenny D. A. (1986). The moderator-mediator variable distinction in social psychological research: Conceptual, strategic and statistical considerations. Journal of Personality and Social Psychology, 51, 1173–1182. https:// doi.org/10.1037/0022-3514.51.6.1173
  • Barrera-Osorio F., Maldonado D., & Rodríguez C. (2012). Calidad de la educación básica y media en Colombia: diagnóstico y propuestas [The quality of primary and secondary education in Colombia: Diagnosis and proposals]. Serie Documentos de Trabajo, 126. Retrieved from Universidad del Rosario website: http://www.urosario. edu.co/urosario_files/7b/7b49a017-42b0-46de-b20f79c8b8fb45e9.pdf
  • Batista J., & Coenders G. (2000) Modelos de ecuaciones estructurales [Structural equation models]. Madrid, Spain: Editorial La Muralla.
  • Baumrind D. (1980). New directions in socializations research. American Psychologist, 35, 639–652. https://doi. org/10.1037/0003-066X.35.7.639
  • Boudrenghien G., Eccles J. S., Frenay M., Bourgeois E., & Karabenick S. (2014). A theoretical model of the antecedents of educational goal commitment. The Canadian Journal of Career Development, 13(1), 60–69.
  • Butti F. (1998). Representaciones sociales de los maestros y fracaso escolar. Hacia una propuesta metodológica [Social representations of teachers and school failure. Towards a methodological proposal]. Rosario, Argentina: Instituto de Ciencias de la Educación.
  • Casas M. (2002). Los modelos de ecuaciones estructurales y su aplicación en el índice europeo de satisfacción del cliente [Structural equation models and their application in the European index of customer satisfaction]. Rect@. Actas_10.
  • Chan T. W., & Koo A. (2011). Parenting style and youth outcomes in the UK. European Sociological Review, 27, 385–399. https://doi.org/10.1093/esr/jcq013
  • Creemers B. (1994). The effective classroom. London, UK: Casset.
  • Domínguez M., & Guash M. (2014) Influencia de las dimensiones de socialización parental en el rendimiento académico de los estudiantes de secundaria [Influence of parental socialization on the academic performance of secondary school students]. Multidisciplinary Journal of Educational Research, 4(2), 182–210. https://doi. org/10.4471/remie.2014.10
  • EUROSTAT, (2016). Tasa de abandono escolar prematuro de la población total de 18–24 años [Premature school drop-out rates among the total population of 18–24 year-olds]. Retrieved from Euskal Estitistika Erakundea website http://www.eustat.eus/elementos/ele0006800/ti_Tasa_ de_abandono_es%20colar_prematuro_de_la_poblacion_ total_de_18-24_a%C3%B1os/tbl0006878_c. html#axzz4aGc4OyZB
  • Goleman D. (1995). Inteligencia emocional [Emotional intelligence]. Barcelona, Spain: Kairós.
  • González C. (2003). Factores determinantes del bajo rendimiento en educación secundaria [Determinant factors of low achievement in secondary education] (Unpublished doctoral dissertation). Universidad Complutense, Madrid, Spain.
  • Gonzalez-Pienda J. A. (2003). El rendimiento escolar. Un análisis de las variables que lo condicionan [School performance. Analysis of the variables that affect it]. Revista Galego-Portuguesa de Psicoloxía e Educación, 7(8), 247–258.
  • Hernández F., & Tort A. (2009). Cambiar la mirada sobre el fracaso escolar desde la relación de los jóvenes con el saber [Changing the view on school failure from the relationship of young people with knowledge]. Revista Iberoamericana de Educación, 49(8), 1–11.
  • Huertas C, (2013). Validación de cinco escalas sobre rendimiento escolar [Validation of five scales regarding school performance]. Working paper.
  • Huston A. C., & Rosenkrantz S. (2005). Mother’s time with infant and time in employment as predictors of mother-child relationships and children’s early development. Child Development, 76(29), 467–482. https://doi.org/10.1111/j.1467-8624.2005.00857.x
  • Jiménez M. I., & López-Zafra E. (2009). Inteligencia emocional y rendimiento escolar: estado actual de la cuestión [Emotional intelligence and school performance: An updated overview]. Revista Latinoamericana de Psicología, 41(1), 69–79.
  • Kit I. (2004). La expansión de las oportunidades de educación de la población en situación de pobreza [The expansion of the educational opportunities of the poor population]. Buenos Aires, Argentina: Unicef.
  • Manassero M., & Vázquez A (1998). Validación de una escala de motivación de logro [Validation of an achievement motivation scale]. Psicothema, 10(2), 333–351.
  • Madrigal C., Díaz A., Cuevas C., Nova C., & Bravo I. (2011). Clima social escolar en el aula y vínculo profesor-alumno: alcances, herramientas de evaluación, y programas de intervención [Social school climate in the classroom and the link professor-student: Scopes, evaluation tools, and intervention programs]. Revista Electrónica de Psicología Iztacala, 14(3), 70–84.
  • Mendezabal M. J. N. (2013). Study habits and attitudes: The road to academic success. Open Science Repository Education, e70081928. https://doi.org/10.7392/ Education.70081928
  • Murillo F. J. (2008). Hacia un modelo de eficacia escolar. Estudio multinivel sobre los factores de eficacia de las escuelas españolas [Towards a school effectiveness model. Multilevel study on the factors of effectiveness of Spanish schools]. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 6(1), 4–28.
  • Musito G., García F. y Gutiérrez M. (1997). AFA: Autoconcepto Forma A [AFA: Autoconcept Form A]. Madrid, Spain: Tea.
  • Nayernia A. (2013). A review of structural equation modeling and its application in language education research. The Modern Journal of Applied Linguistics, 5(3), 172–198.
  • Oliva A., & Pertegal M. (2012). Family variables and academic achievement in adolescence. Estudios de Psicología, 33(1), 51–65.
  • Pearl J. (2014). Interpretation and identification of causal mediation. Psychological Methods, 19, 459–481. https://doi. org/10.1037/a0036434
  • Perrenoud P. (1970). Stratification socio-culturelle et réussite scolaire. Les defaillances de l’explication causales [Sociocultural stratification and academic success. The failures of causal explanations]. Geneva, Switzerland: Librairie Droz.
  • Prado V. M., Ramirez M. L., & Ortiz M. S. (2010). Adaptación y validación de la Escala de Clima Social Escolar (CES) [Adaptation and validation to the Scale of School Social Climate (CES)] Revista Electrónica de Actualidades Investigadoras en Educación, 10(2), 1–13. https://doi.org/10.15517/aie.v10i2.10121
  • Robledo P., & García J N., (2009). El entorno familiar y su influencia en el rendimiento académico de los alumnos con dificultades de aprendizaje: revisión de estudios empíricos [The family environment and their influence in academic achievement of students with learning disabilities: Review of empirical studies]. Aula abierta, 37(1), 117–128.
  • Sammons P., Thomas S., & Mortimore P. (1997). Forging links: Effective schools and effective departments. London, UK: Paul Chapman Publishing.
  • Scheerens J. (1990). School effectiveness research and the development of process indicators of school functioning. School Effectiveness and School Improvement, 1(1), 61–80. https://doi.org/10.1080/0924345900010106
  • Schmeck R. R., Geisler-Brenstein E., & Cercy S. P. (1991). Self-concept and learning: The revised inventory of learning processes. Educational Psychology, 11, 343–362. https://doi.org/10.1080/0144341910110310
  • Stringfield S. C., & Slavin R. E. (1992). A hierarchical longitudinal model for elementary school effects. In B. P. M. Creemers & G. J. Reezigt (Eds.), Evaluation of educational effectiveness (pp. 35–69). Groningen, The Netherlands: IC.
  • Troncone A., Drammis M., & Labella A. (2014). Personality traits, self-esteem and academic achievement in secondary school students in Campania, Italy. Universal Journal of Educational Research, 2, 512–520.
  • UNESCO, (2012). Global education digest. Montreal, Canada: UNESCO Institute for Statistics.
  • Van den Bergh L., Denessen E., Hornstra L., Voeten M., & Holland Rob. (2010). The implicit prejudiced attitudes of teachers: Relations to teacher expectations and the ethnic achievement gap. American Educational Research Journal, 47, 497–527. https://doi.org/10.3102/0002831209353594
  • Walkey F. H., McClure J., Meyer L. H., & Weir K. F. (2013). Low expectations equal no expectations: Aspirations, motivation, and achievement in secondary school. Contemporary Educational Psychology, 38, 306–315. https://doi.org/10.1016/j.cedpsych.2013.06.004
  • Wang M., & Eccles J. S. (2013). School context, achievement motivation, and academic engagement: A longitudinal study of school engagement using a multidimensional perspective. Learning and Instruction, 28, 12–23. https:// doi.org/10.1016/j.learninstruc.2013.04.002
  • Weiner B. (1985). An attributional theory of motivation and emotion. Psychological Review. 92, 548–573.
  • Weinstein C. E., Zimmerman B. J., & Palmer D. R. (1988). Assessing learning strategies: The design and development of the LASSI. In E. T. Goetz & P. A. Alexander (Eds.), Learning and study strategies. Issues in assessment, instruction and evaluation (pp. 25–40). San Diego, CA: Academic Press.
  • Wright C., Standen P., & Patel T. (2014). Black youth matters: Transitions from school to success. London, UK: Routledge.
Fuente de los datos: Dialnet