Estudio de las interacciones de iguales en la clase con el rendimiento y la autovaloración académica en adolescentes de octavo grado
Fecha
2014-06-28
Autores
Arredondo Méndez, Arlety
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La investigación se desarrolló en las Secundarias Básicas “Ernesto Guevara” y “Capitán Roberto Rodríguez” del municipio de Santa Clara, con el objetivo de caracterizar la relación de las interacciones entre iguales en el contexto de las clases de Matemática y Español con el rendimiento académico y la autovaloración académica en adolescentes de 8vo grado. Se sustentó en un paradigma mixto, con predominancia del enfoque cuantitativo, siendo un estudio de tipo descriptivo-correlacional. La muestra estuvo compuesta por un total de 126 alumnos y además se obtuvo información brindada por informantes claves en estos contextos. Las técnicas utilizadas fueron: entrevistas semiestructuradas, revisión de documentos oficiales, observación no participante y la Escala de autovaloración (EAA, versión 1.0) para adolescentes de la ciudad de Santa Clara. Las principales conclusiones a las que se arribaron como resultado indican que existe relación entre las interacciones de iguales en el contexto de las clases de Matemática y Español con la autovaloración académica y el rendimiento académico de los adolescentes, esta relación se mostró en mayor medida en las interacciones desarrolladas en las clases de Matemática, pues en las de Español las únicas interacciones que correlacionan con la autovaloración académica y el rendimiento académico de los adolescentes son las interacciones centradas en la tarea y colaborativas.
The research was conducted in the Basic Schools "Ernesto Guevara" and "Capitán Roberto Rodriguez" in the town of Santa Clara, in order to characterize the relationship of peer interactions in the context of Math classes and Spanish with performance academic and self-worth in teenagers in 8th grade. Was based on a mixed model, with predominance of the quantitative approach, being a study of descriptive-correlational. The sample consisted of a total of 126 students and besides the information provided by key informants in these contexts was obtained. The techniques used were: semi-structured interviews, review of official documents, non-participant observation, and the self-assessment scale (EAA, version1.0) for teenagers in the city of Santa Clara .The main conclusions we have arrived as a result show that a relationship exists between peer interactions in the context of math and Spanish classes with academic self-worth and academic performance of teenagers, this relationship was further developed in interactions math classes because of Spanish in the unique interactions that correlate with academic self-worth and academic performance of teenagers are focused on the task and collaborative.
The research was conducted in the Basic Schools "Ernesto Guevara" and "Capitán Roberto Rodriguez" in the town of Santa Clara, in order to characterize the relationship of peer interactions in the context of Math classes and Spanish with performance academic and self-worth in teenagers in 8th grade. Was based on a mixed model, with predominance of the quantitative approach, being a study of descriptive-correlational. The sample consisted of a total of 126 students and besides the information provided by key informants in these contexts was obtained. The techniques used were: semi-structured interviews, review of official documents, non-participant observation, and the self-assessment scale (EAA, version1.0) for teenagers in the city of Santa Clara .The main conclusions we have arrived as a result show that a relationship exists between peer interactions in the context of math and Spanish classes with academic self-worth and academic performance of teenagers, this relationship was further developed in interactions math classes because of Spanish in the unique interactions that correlate with academic self-worth and academic performance of teenagers are focused on the task and collaborative.
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Palabras clave
Autovaloración, Interacción Educativa, Relaciones Interpersonales, Rendimiento Académico, Self - Worth, Educational Interaction, Relationships, Academic Performance