¿Cómo impactan las variables no-cognitivas el aprendizaje de los adolescentes en matemáticas en postpandemia ?
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2024-01-11
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¿Cómo impactan las variables no-cognitivas el aprendizaje de los adolescentes en matemáticas en postpandemia ?. (2024). Revista Educación Las Américas, 13(1). https://doi.org/10.35811/rea.v13i1.260
Agnoli, S., Mancini, G., Pozzoli, T., Baldaro, B., Russo, P. M., & Surcinelli, P. (2012). The interaction between emotional intelligence and cognitive ability in predicting scholastic performance in school-aged children. Personality and Individual Differences, 53(5), 660-665. https://doi.org/10.1016/j.paid.2012.05.020
Allison, R., Conley, D., Seburn, M., & Downs, A. (2013). College and Career Readiness Assessment: Validation of the Key Cognitive Strategies Framework. Assessment for Effective Intervention, 38(3), 163-171. https://doi.org/10.1177/1534508412448668
Asparouhov, T., & Muthén, B. (2009). Exploratory Structural Equation Modeling. Structural Equation Modeling: A Multidisciplinary Journal, 16(3), 397-438. https://doi.org/10.1080/10705510903008204
Azar, E. E., Vargas-Rubilar, J., & Arán-Filipetti, V. (2023). Parental Competences and Academic Competences in School Children: The Mediator Role of Executive Functions. Revista Colombiana de Psicología, 32(1), 11-27. https://doi.org/10.15446/rcp.v32n1.94808
Becker, S., & Gregory, A. (2020). Editorial Perspective: Perils and promise for child and adolescent sleep and associated psychopathology during the COVID-19 pandemic. Journal of Child Psychology and Psychiatry, 61(7), 757-759. https://doi.org/10.1111/jcpp.13278
Bellei, C., Contreras, M., Ponce, T., Yañez, I., Diaz, R., & Vielma, C. (2022). The Fragility of the School-in-Pandemic in Chile. En Primary and Secondary education during the pandemic. Disruptions to Educational Opportunity During a Pandemic. https://library.oapen.org/bitstream/handle/20.500.12657/50965/978-3-030-81500-4.pdf?sequence=1&isAllowed=y
Bernal-Ruiz, F., Ortega, A., & Rodríguez-Vera, M. (2020). The Influence of Parental Skills on Children Executive Performance in the Chilean Context. Journal of Child and Family Studies, 29(11), 3103-3116. https://doi.org/10.1007/s10826-020-01827-w
Breinholst, S. (2014). L. Effects of attachment and rearing behavior on anxiety in normal developing youth: A mediational study. Personality and Individual Differences. Journal of Individual Differences, 81, 155-161. https://doi.org/), http://dx.doi.org/10.1016/j.paid.2014.08022
Chan, A. S., Lee, T.-L., Sze, S. L., Yang, N. S., & Han, Y. M. Y. (2022). Eye-tracking training improves the learning and memory of children with learning difficulty. Scientific Reports, 12(1), 13974. https://doi.org/10.1038/s41598-022-18286-6
Cuellar, C., Guzmán, MA., Lizama, C., & Foundes, M. (2021). Educational continuity during the pandemic: Challenges to pedagogical management in segregated Chilean schools. Perspectives in Education, 39(1). https://doi.org/10.18820/2519593X/pie.v39.i1.4
Datu, J. A. D. (2018). Flourishing is Associated with Higher Academic Achievement and Engagement in Filipino Undergraduate and High School Students. Journal of Happiness Studies, 19(1), 27-39. https://doi.org/10.1007/s10902-016-9805-2
De Waal, E., Kruger, A., & Pienaar, A. E. (2023). Socio-economic Status Exceeds Executive Function as a Central Role Player in Academic Achievement of Grade 7 Primary School Boys and Girls: The NW-CHILD Study. Trends in Psychology. https://doi.org/10.1007/s43076-022-00252-w
Dearing, E., Casey, B., Davis-Kean, P. E., Eason, S., Gunderson, E., Levine, S. C., Laski, E. V., Libertus, M., Lu, L., Lombardi, C. M., Nelson, A., Ramani, G., & Susperreguy, M. I. (2022). Socioeconomic Variations in the Frequency of Parent Number Talk: A Meta-Analysis. Education Sciences, 12(5), 312. https://doi.org/10.3390/educsci12050312
Dorn, E., Hancock, B., Sarakatsannis, J., & Viruleg, E. (2020). COVID-19 and student learning in the United States: The hurt could last a lifetime (Public Sector Practice, p. 9). McKinsey & Company. (Public Sector Practice, p. 9). McKinsey & Company. Dorn, E., Hancock, B., Sarakatsannis, J., & Viruleg, E. (2020). COVID-19 and student learning in the United States: The hurt could last a lifetime (Public Sector Practice, p. 9). McKinsey & Company.
Escobar, M., Paneso, E., & Franco, C. (2023). Efectos de la Pandemia y las Medidas de Confinamiento sobre la Salud Mental en Población Infantil de Chile. Psykhe, 32(1). https://doi.org/10.7764/psykhe.2021.31815
García-Ros, R., Pérez-González, F., Tomás, J. M., & Sancho, P. (2022). Effects of self-regulated learning and procrastination on academic stress, subjective well-being, and academic achievement in secondary education. Current Psychology. https://doi.org/10.1007/s12144-022-03759-8
González-Garrido, A. A., Gómez-Velázquez, F. R., Salido-Ruiz, R. A., Espinoza-Valdez, A., Vélez-Pérez, H., Romo-Vazquez, R., Gallardo-Moreno, G. B., Ruiz-Stovel, V. D., Martínez-Ramos, A., & Berumen, G. (2018). The analysis of EEG coherence reflects middle childhood differences in mathematical achievement. Brain and Cognition, 124, 57-63. https://doi.org/10.1016/j.bandc.2018.04.006
Grunschel, C., Schwinger, M., Steinmayr, R., & Fries, S. (2016). Effects of using motivational regulation strategies on students’ academic procrastination, academic performance, and well-being. Learning and Individual Differences, 49, 162-170. https://doi.org/10.1016/j.lindif.2016.06.008
Hayes, A. (2013). Introduction to Mediation, Moderation and Conditional Process Analysis. Guildford Press.
Jhang, F.-H. (2017). Economically Disadvantaged Adolescents’ Self-Concept and Academic Achievement as Mediators between Family Cohesion and Mental Health in Taiwan. International Journal of Mental Health and Addiction, 15(2), 407-422. https://doi.org/10.1007/s11469-017-9737-z
Kim, M. H., & Karr, J. E. (2023). Examining associations between intelligence mindset, mental health symptom severity, and academic self-efficacy and performance. Current Psychology. https://doi.org/10.1007/s12144-023-04399-2
Larraguibel, M., Rojas-Andrade, R., Halpern, N., & Montt, M. (2021). Impacto de la Pandemia por COVID-19 en la Salud Mental de Preescolares y Escolares en Chile. Revista Chilena de Psiquiatría y Neurología de la Infancia y Adolescencia, 32(1), 12-21.
Lerner, R., Overton, W., & Moleenar, P. (2015). Handbook of Child Psychology and Developmental Science, 4 Volumes, Set, 7th Edition | Wiley. Wiley.Com. https://www.wiley.com/en-us/Handbook+of+Child+Psychology+and+Developmental+Science%2C+4+Volumes%2C+Set%2C+7th+Edition-p-9781118136850
Liu, Y., Afari, E., & Khine, M. S. (2022). Effect of non-cognitive factors on academic achievement among students in Suzhou: Evidence from OECD SSES data. European Journal of Psychology of Education. https://doi.org/10.1007/s10212-022-00660-7
Marques, S. C., Pais-Ribeiro, J. L., & Lopez, S. J. (2011). The Role of Positive Psychology Constructs in Predicting Mental Health and Academic Achievement in Children and Adolescents: A Two-Year Longitudinal Study. Journal of Happiness Studies, 12(6), 1049-1062. https://doi.org/10.1007/s10902-010-9244-4
Ministerio de Educación de Chile. (2020). Impacto del COVID-19 en los Resultados de Aprendizaje y Escolaridad en Chile. https://chile.un.org/es/102663-impacto-del-covid-19-en-los-resultados-de-aprendizaje-y-escolaridad-en-chile
Montoya, M. F., Susperreguy, M. I., & Morrison, F. J. (2022). Self-Regulation Scaffolding Behaviors of Teachers in Chilean Preschool Classrooms. Early Education and Development, 1-20. https://doi.org/10.1080/10409289.2022.2135867
Moya-Vergara, R., Portilla-Saavedra, D., Castillo-Morales, K., Espinoza-Tapia, R., & Sandoval Pastén, S. (2022). Prevalence and Risk Factors Associated with Mental Health in Adolescents from Northern Chile in the Context of the COVID-19 Pandemic. Journal of Clinical Medicine, 12(1), 269. https://doi.org/10.3390/jcm12010269
Nakajima, N., Jung, H., Pradhan, M., Hasan, A., Kinnell, A., & Brinkman, S. (2020). Gender gaps in cognitive and social‐emotional skills in early primary grades: Evidence from rural Indonesia. Developmental Science, 23(5). https://doi.org/10.1111/desc.12931
NEMAT. (s. f.). Mecanismos cognitivos, emocionales y motivacionales asociados al desarrollo de las habilidades matemáticas tempranas. https://mileniomemat.cl/lineas-de-investigacion/mecanismos-cognitivos-emocionales-y-motivacionales/
Núñez, J. C., Rodríguez, C., Tuero, E., Fernández, E., & Cerezo, R. (2022). Prior Academic Achievement as a Predictor of Non-Cognitive Variables and Teacher and Parent Expectations in Students With Learning Disabilities. Learning Disability Quarterly, 45(2), 121-133. https://doi.org/10.1177/0731948720925402
Nuñez, J., Steiner, R., Cadena, X., & Pardo, R. (2002). ¿Cuáles colegios ofrecen mejor educación en Colombia? (N.o 193; pp. 1-70). CEDE Universidad de los Andes. http://www.repository.fedesarrollo.org.co/bitstream/11445/1057/1/Co_So_Mayo_2002_Steiner.pdf
Paiva, I., & Barriga, F. (2022). Salud Mental Infanto-Juvenil en Chile: Recomendaciones de Política Pública. Proyecto COVID1006 Universidad Adolfo Ibáñez-Fundación Todo Mejora Chile. https://goblab.uai.cl/wp-content/uploads/2022/01/Recomendaciones-de-politica-publica-Salud-mental-infanto-juvenial.-Cod-COVID1006.pdf
Pardo, G., Sandoval, A., & Umbarila, D. (2004). Adolescencia y depresión. Revista Colombiana de Psicologia, 13, 17-32.
Park, H., & Lee, K.-S. (2020). The association of family structure with health behavior, mental health, and perceived academic achievement among adolescents: A 2018 Korean nationally representative survey. BMC Public Health, 20(1), 510. https://doi.org/10.1186/s12889-020-08655-z
Racine, N., McCarthur, M., Cook, J., Erik, R., Zue, J., & Madigan, S. (2021). Global Prevalence of Depressive and Anxiety Symptoms in Children and Adolescents During COVID-19: A Meta-analysis”. 175(11), 1142-1150. https://doi.org/10.1016/j.psychres.2020.113307
Reimers, F. M. (Ed.). (2022). Primary and Secondary Education During Covid-19: Disruptions to Educational Opportunity During a Pandemic. Springer International Publishing. https://doi.org/10.1007/978-3-030-81500-4
Rex, K. (2016). Principles and practice of structural equation modeling. Guildford Press. https://psycnet.apa.org/record/2015-56948-000
Rivas, A. (2011). La construcción de la justicia educativa Criterios de redistribución y reconocimiento para la educación argentina. https://www.researchgate.net/publication/329093422_La_construccion_de_la_justicia_educativa_Criterios_de_redistribucion_y_reconocimiento_para_la_educacion_argentina
Romano, E., Babchishin, L., Marquis, R., & Fréchette, S. (2015). Childhood Maltreatment and Educational Outcomes. Trauma, Violence, & Abuse, 16(4), 418-437. https://doi.org/10.1177/1524838014537908
Rosas, R., & Santa Cruz, C. (2013). Dime en qué colegio estudiaste y te diré que CI tienes: Radiografía al desigual acceso al capital cognitivo en Chile. Ediciones UC.
Semana, S., & Santos, L. (2018). Self-regulation capacity of middle school students in mathematics. ZDM, 50(4), 743-755. https://doi.org/10.1007/s11858-018-0954-0
Soto-Ramírez, P., Jiang, H., Strasser, K., Chaparro-Moreno, L. J., & Justice, L. M. (2022). Early home learning environment profiles and their contribution to child development in Chile. Journal of Applied Developmental Psychology, 82, 101452. https://doi.org/10.1016/j.appdev.2022.101452
Tee, K. N., Leong, K. E., & Abdul Rahim, S. S. (2018). The Mediating Effects of Critical Thinking Skills on Motivation Factors for Mathematical Reasoning Ability. The Asia-Pacific Education Researcher, 27(5), 373-382. https://doi.org/10.1007/s40299-018-0396-z
Tee, K. N., Leong, K. E., & Abdul Rahim, S. S. (2021). A Self-Regulation Model of Mathematics Achievement for Eleventh-Grade Students. International Journal of Science and Mathematics Education, 19(3), 619-637. https://doi.org/10.1007/s10763-020-10076-8
Thomas, L. L., Kuncel, N. R., & Credé, M. (2007). Noncognitive Variables in College Admissions: The Case of the Non-Cognitive Questionnaire. Educational and Psychological Measurement, 67(4), 635-657. https://doi.org/10.1177/0013164406292074
Wang, J.-K., Xue, H.-Q., & Wu, X.-F. (2023). Mental health and academic achievement among Chinese adolescents during COVID-19 pandemic: The mediating role of self-regulation learning. Social Psychology of Education. https://doi.org/10.1007/s11218-023-09772-4
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Xiang, M., Gu, X., Jackson, A., Zhang, T., Wang, X., & Guo, Q. (2017). Understanding adolescents’ mental health and academic achievement: Does physical fitness matter? School Psychology International, 38(6), 647-663. https://doi.org/10.1177/0143034317717582
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Allison, R., Conley, D., Seburn, M., & Downs, A. (2013). College and Career Readiness Assessment: Validation of the Key Cognitive Strategies Framework. Assessment for Effective Intervention, 38(3), 163-171. https://doi.org/10.1177/1534508412448668
Asparouhov, T., & Muthén, B. (2009). Exploratory Structural Equation Modeling. Structural Equation Modeling: A Multidisciplinary Journal, 16(3), 397-438. https://doi.org/10.1080/10705510903008204
Azar, E. E., Vargas-Rubilar, J., & Arán-Filipetti, V. (2023). Parental Competences and Academic Competences in School Children: The Mediator Role of Executive Functions. Revista Colombiana de Psicología, 32(1), 11-27. https://doi.org/10.15446/rcp.v32n1.94808
Becker, S., & Gregory, A. (2020). Editorial Perspective: Perils and promise for child and adolescent sleep and associated psychopathology during the COVID-19 pandemic. Journal of Child Psychology and Psychiatry, 61(7), 757-759. https://doi.org/10.1111/jcpp.13278
Bellei, C., Contreras, M., Ponce, T., Yañez, I., Diaz, R., & Vielma, C. (2022). The Fragility of the School-in-Pandemic in Chile. En Primary and Secondary education during the pandemic. Disruptions to Educational Opportunity During a Pandemic. https://library.oapen.org/bitstream/handle/20.500.12657/50965/978-3-030-81500-4.pdf?sequence=1&isAllowed=y
Bernal-Ruiz, F., Ortega, A., & Rodríguez-Vera, M. (2020). The Influence of Parental Skills on Children Executive Performance in the Chilean Context. Journal of Child and Family Studies, 29(11), 3103-3116. https://doi.org/10.1007/s10826-020-01827-w
Breinholst, S. (2014). L. Effects of attachment and rearing behavior on anxiety in normal developing youth: A mediational study. Personality and Individual Differences. Journal of Individual Differences, 81, 155-161. https://doi.org/), http://dx.doi.org/10.1016/j.paid.2014.08022
Chan, A. S., Lee, T.-L., Sze, S. L., Yang, N. S., & Han, Y. M. Y. (2022). Eye-tracking training improves the learning and memory of children with learning difficulty. Scientific Reports, 12(1), 13974. https://doi.org/10.1038/s41598-022-18286-6
Cuellar, C., Guzmán, MA., Lizama, C., & Foundes, M. (2021). Educational continuity during the pandemic: Challenges to pedagogical management in segregated Chilean schools. Perspectives in Education, 39(1). https://doi.org/10.18820/2519593X/pie.v39.i1.4
Datu, J. A. D. (2018). Flourishing is Associated with Higher Academic Achievement and Engagement in Filipino Undergraduate and High School Students. Journal of Happiness Studies, 19(1), 27-39. https://doi.org/10.1007/s10902-016-9805-2
De Waal, E., Kruger, A., & Pienaar, A. E. (2023). Socio-economic Status Exceeds Executive Function as a Central Role Player in Academic Achievement of Grade 7 Primary School Boys and Girls: The NW-CHILD Study. Trends in Psychology. https://doi.org/10.1007/s43076-022-00252-w
Dearing, E., Casey, B., Davis-Kean, P. E., Eason, S., Gunderson, E., Levine, S. C., Laski, E. V., Libertus, M., Lu, L., Lombardi, C. M., Nelson, A., Ramani, G., & Susperreguy, M. I. (2022). Socioeconomic Variations in the Frequency of Parent Number Talk: A Meta-Analysis. Education Sciences, 12(5), 312. https://doi.org/10.3390/educsci12050312
Dorn, E., Hancock, B., Sarakatsannis, J., & Viruleg, E. (2020). COVID-19 and student learning in the United States: The hurt could last a lifetime (Public Sector Practice, p. 9). McKinsey & Company. (Public Sector Practice, p. 9). McKinsey & Company. Dorn, E., Hancock, B., Sarakatsannis, J., & Viruleg, E. (2020). COVID-19 and student learning in the United States: The hurt could last a lifetime (Public Sector Practice, p. 9). McKinsey & Company.
Escobar, M., Paneso, E., & Franco, C. (2023). Efectos de la Pandemia y las Medidas de Confinamiento sobre la Salud Mental en Población Infantil de Chile. Psykhe, 32(1). https://doi.org/10.7764/psykhe.2021.31815
García-Ros, R., Pérez-González, F., Tomás, J. M., & Sancho, P. (2022). Effects of self-regulated learning and procrastination on academic stress, subjective well-being, and academic achievement in secondary education. Current Psychology. https://doi.org/10.1007/s12144-022-03759-8
González-Garrido, A. A., Gómez-Velázquez, F. R., Salido-Ruiz, R. A., Espinoza-Valdez, A., Vélez-Pérez, H., Romo-Vazquez, R., Gallardo-Moreno, G. B., Ruiz-Stovel, V. D., Martínez-Ramos, A., & Berumen, G. (2018). The analysis of EEG coherence reflects middle childhood differences in mathematical achievement. Brain and Cognition, 124, 57-63. https://doi.org/10.1016/j.bandc.2018.04.006
Grunschel, C., Schwinger, M., Steinmayr, R., & Fries, S. (2016). Effects of using motivational regulation strategies on students’ academic procrastination, academic performance, and well-being. Learning and Individual Differences, 49, 162-170. https://doi.org/10.1016/j.lindif.2016.06.008
Hayes, A. (2013). Introduction to Mediation, Moderation and Conditional Process Analysis. Guildford Press.
Jhang, F.-H. (2017). Economically Disadvantaged Adolescents’ Self-Concept and Academic Achievement as Mediators between Family Cohesion and Mental Health in Taiwan. International Journal of Mental Health and Addiction, 15(2), 407-422. https://doi.org/10.1007/s11469-017-9737-z
Kim, M. H., & Karr, J. E. (2023). Examining associations between intelligence mindset, mental health symptom severity, and academic self-efficacy and performance. Current Psychology. https://doi.org/10.1007/s12144-023-04399-2
Larraguibel, M., Rojas-Andrade, R., Halpern, N., & Montt, M. (2021). Impacto de la Pandemia por COVID-19 en la Salud Mental de Preescolares y Escolares en Chile. Revista Chilena de Psiquiatría y Neurología de la Infancia y Adolescencia, 32(1), 12-21.
Lerner, R., Overton, W., & Moleenar, P. (2015). Handbook of Child Psychology and Developmental Science, 4 Volumes, Set, 7th Edition | Wiley. Wiley.Com. https://www.wiley.com/en-us/Handbook+of+Child+Psychology+and+Developmental+Science%2C+4+Volumes%2C+Set%2C+7th+Edition-p-9781118136850
Liu, Y., Afari, E., & Khine, M. S. (2022). Effect of non-cognitive factors on academic achievement among students in Suzhou: Evidence from OECD SSES data. European Journal of Psychology of Education. https://doi.org/10.1007/s10212-022-00660-7
Marques, S. C., Pais-Ribeiro, J. L., & Lopez, S. J. (2011). The Role of Positive Psychology Constructs in Predicting Mental Health and Academic Achievement in Children and Adolescents: A Two-Year Longitudinal Study. Journal of Happiness Studies, 12(6), 1049-1062. https://doi.org/10.1007/s10902-010-9244-4
Ministerio de Educación de Chile. (2020). Impacto del COVID-19 en los Resultados de Aprendizaje y Escolaridad en Chile. https://chile.un.org/es/102663-impacto-del-covid-19-en-los-resultados-de-aprendizaje-y-escolaridad-en-chile
Montoya, M. F., Susperreguy, M. I., & Morrison, F. J. (2022). Self-Regulation Scaffolding Behaviors of Teachers in Chilean Preschool Classrooms. Early Education and Development, 1-20. https://doi.org/10.1080/10409289.2022.2135867
Moya-Vergara, R., Portilla-Saavedra, D., Castillo-Morales, K., Espinoza-Tapia, R., & Sandoval Pastén, S. (2022). Prevalence and Risk Factors Associated with Mental Health in Adolescents from Northern Chile in the Context of the COVID-19 Pandemic. Journal of Clinical Medicine, 12(1), 269. https://doi.org/10.3390/jcm12010269
Nakajima, N., Jung, H., Pradhan, M., Hasan, A., Kinnell, A., & Brinkman, S. (2020). Gender gaps in cognitive and social‐emotional skills in early primary grades: Evidence from rural Indonesia. Developmental Science, 23(5). https://doi.org/10.1111/desc.12931
NEMAT. (s. f.). Mecanismos cognitivos, emocionales y motivacionales asociados al desarrollo de las habilidades matemáticas tempranas. https://mileniomemat.cl/lineas-de-investigacion/mecanismos-cognitivos-emocionales-y-motivacionales/
Núñez, J. C., Rodríguez, C., Tuero, E., Fernández, E., & Cerezo, R. (2022). Prior Academic Achievement as a Predictor of Non-Cognitive Variables and Teacher and Parent Expectations in Students With Learning Disabilities. Learning Disability Quarterly, 45(2), 121-133. https://doi.org/10.1177/0731948720925402
Nuñez, J., Steiner, R., Cadena, X., & Pardo, R. (2002). ¿Cuáles colegios ofrecen mejor educación en Colombia? (N.o 193; pp. 1-70). CEDE Universidad de los Andes. http://www.repository.fedesarrollo.org.co/bitstream/11445/1057/1/Co_So_Mayo_2002_Steiner.pdf
Paiva, I., & Barriga, F. (2022). Salud Mental Infanto-Juvenil en Chile: Recomendaciones de Política Pública. Proyecto COVID1006 Universidad Adolfo Ibáñez-Fundación Todo Mejora Chile. https://goblab.uai.cl/wp-content/uploads/2022/01/Recomendaciones-de-politica-publica-Salud-mental-infanto-juvenial.-Cod-COVID1006.pdf
Pardo, G., Sandoval, A., & Umbarila, D. (2004). Adolescencia y depresión. Revista Colombiana de Psicologia, 13, 17-32.
Park, H., & Lee, K.-S. (2020). The association of family structure with health behavior, mental health, and perceived academic achievement among adolescents: A 2018 Korean nationally representative survey. BMC Public Health, 20(1), 510. https://doi.org/10.1186/s12889-020-08655-z
Racine, N., McCarthur, M., Cook, J., Erik, R., Zue, J., & Madigan, S. (2021). Global Prevalence of Depressive and Anxiety Symptoms in Children and Adolescents During COVID-19: A Meta-analysis”. 175(11), 1142-1150. https://doi.org/10.1016/j.psychres.2020.113307
Reimers, F. M. (Ed.). (2022). Primary and Secondary Education During Covid-19: Disruptions to Educational Opportunity During a Pandemic. Springer International Publishing. https://doi.org/10.1007/978-3-030-81500-4
Rex, K. (2016). Principles and practice of structural equation modeling. Guildford Press. https://psycnet.apa.org/record/2015-56948-000
Rivas, A. (2011). La construcción de la justicia educativa Criterios de redistribución y reconocimiento para la educación argentina. https://www.researchgate.net/publication/329093422_La_construccion_de_la_justicia_educativa_Criterios_de_redistribucion_y_reconocimiento_para_la_educacion_argentina
Romano, E., Babchishin, L., Marquis, R., & Fréchette, S. (2015). Childhood Maltreatment and Educational Outcomes. Trauma, Violence, & Abuse, 16(4), 418-437. https://doi.org/10.1177/1524838014537908
Rosas, R., & Santa Cruz, C. (2013). Dime en qué colegio estudiaste y te diré que CI tienes: Radiografía al desigual acceso al capital cognitivo en Chile. Ediciones UC.
Semana, S., & Santos, L. (2018). Self-regulation capacity of middle school students in mathematics. ZDM, 50(4), 743-755. https://doi.org/10.1007/s11858-018-0954-0
Soto-Ramírez, P., Jiang, H., Strasser, K., Chaparro-Moreno, L. J., & Justice, L. M. (2022). Early home learning environment profiles and their contribution to child development in Chile. Journal of Applied Developmental Psychology, 82, 101452. https://doi.org/10.1016/j.appdev.2022.101452
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Resumen
El presente artículo hace una propuesta de modelo estructural teórico de los efectos de la salud mental tras la pandemia sobre el aprendizaje matemático en adolescentes. Método: En 3 instituciones educativas (municipal/subvencionada/privada) se aplicará una prueba de tamizaje de depresión y ansiedad post pandemia para adolescentes entre 14 a 17 años con consentimiento informado. Entre estos estudiantes, se invitará aquellos que presentan niveles medio, medio alto y altos de síntomas ansiosos o depresivos a una sesión en la que se recogerán en laboratorio medidas psicofisiológicas (potencial evocado y seguimiento ocular), medidas psicológicas (apego) y neuropsicológicas (función ejecutiva), mientras el adolescente lleva a cabo una prueba en computador (razonamiento cuantitativo). Muestra: por conveniencia de tamaño aproximado n=90 (45 adolescentes entre los 12 y 14 años y 45 adolescentes entre los 15-17 años) Análisis de datos Se propone hacer SEM con R (paquete lavaan) considerando como variable de resultado el razonamiento cuantitativo (aritmética y balanzas de la prueba WISC-V) y como moderadores el género, edad y el decil de ingreso. Resultados esperados: El modelo propuesto tiene bondad de ajuste y explica la variabilidad del razonamiento cuantitativo.
Palabras clave: Covid-19, variables no cognitivas, Razonamiento matemático, Adolescencia.
Palabras clave
variables no cognitivas,
Razonamiento matemático