Condicionantes del rendimiento académicorevisión sistemática de 25 años de meta-análisis

  1. Belén Gutiérrez de Rozas
  2. Esther López Martín 1
  3. Elvira Carpintero Molina 2
  1. 1 Universidad Nacional de Educación a Distancia
    info

    Universidad Nacional de Educación a Distancia

    Madrid, España

    ROR https://ror.org/02msb5n36

  2. 2 Universidad Complutense de Madrid
    info

    Universidad Complutense de Madrid

    Madrid, España

    ROR 02p0gd045

Revista:
Revista de educación

ISSN: 0034-8082

Ano de publicación: 2022

Número: 398

Páxinas: 39-85

Tipo: Artigo

DOI: 10.4438/1988-592X-RE-2022-398-552 DIALNET GOOGLE SCHOLAR lock_openAcceso aberto editor

Outras publicacións en: Revista de educación

Resumo

This work is a continuation of the review carried out by Sipe and Curlette (1997), which synthesized the results of 103 meta-analyses published between 1984 and 1993 aimed at studying the variables that influenced academic performance. Knowing the aspects that enhance or hinder students’ academic performance is key to improving it. Therefore, in this paper we perform a review of 80 meta-analyses published between 1994 and 2019 with 127 effect sizes that have analyzed the relationship between personal, family, school and teacher variables and students’ academic performance. The results provide an overview of the characteristics of the meta-analyses identified in relation to their search process, selection and coding of the primary studies, their methodology, and the characteristics of the selected studies is obtained. Also, an estimate of the effect size of each of the determinants of academic performance is calculated from the 127 effect sizes distributed by these meta-analyses. The above shows that the personal variables that have the greatest influence on academic performance are prematurity, the student’s previous performance, intelligence, and health. Among the family factors, the absence of the father, mistreatment received by the family environment and socioeconomic status stand out. The school aspects that have shown the greatest weight on students´ results have been classroom climate, measures to reduce misbehavior and school organization. Finally, among the variables associated with the teacher, the teachers´ own characteristics, their relationship with the students and the quality of teaching have demonstrated to be the most important. For all these reasons, the review conducted in this paper in relation to the determinants of academic performance will facilitate the adoption of better decisions when addressing its improvement.

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