ISSN: 2310-2799
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546,196 artículos
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Año:
2018
ISSN:
2386-6292, 1578-7001
Relationship between Motivational Profile and Academic Achievement in Compulsory Secondary Education
Daniel Rodríguez Rodríguez; Remedios Guzmán Rosquete
Universidad de Navarra
Resumen
This study analyzes the differences of academic goals in students of Compulsory Secondary Education depending on the course, and identifies the motivational profiles and their relationship with academic achievement in the subjects of Spanish Language and Mathematics. A sample of 596 students were selected by random sampling clusters, which were in public schools. The results showed the existence of significant differences in average scores of the academic goals depending of the grade. Likewise, it was found that motivation is determined by three types of motivational profiles, which are related to different levels of academic achievement in Spanish Language and Mathematics.
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Año:
2018
ISSN:
2386-6292, 1578-7001
Mercedes Rabadán Zurita; Alejandro Orgambídez Ramos
Universidad de Navarra
Resumen
The aim of this study was to examine to what extent language anxiety and integrative motivation predict language achievement in Spanish as a second language in a sample of 249 Portuguese university students, using multiple and hierarchical linear regression models. Results showed negative relationships between language anxiety and course grade, and positive relationships between integrative motivation and course grade. Fear of negative evaluation was the only signifi - cant predictor on course grade. Activities that increase positive attitude towards Spanish and anxiety-free class climate facilitate the acquisition and learning of Spanish as a second language.
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Año:
2018
ISSN:
2386-6292, 1578-7001
Ana García-Valcárcel Muñoz-Repiso; Francisco Javier Tejedor Tejedor
Universidad de Navarra
Resumen
The aims of this research are to study teachers’ opinions about collaborative work as a learning methodology in schools with a high ICT level accreditation and to know if the methodological value that teachers give to collaborative work is conditioned by teaching practice. The study sample comprises 185 teachers from Primary and Secondary schools that have been accredited with a high level of ICT. Data was obtained through a questionnaire. The results show high values in collaborative work. We emphasize that the highest values are found along those teachers with longer experience in the practical usage of collaborative methodologies.
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Año:
2018
ISSN:
2386-6292, 1578-7001
Mauricio Bicocca
Universidad de Navarra
Resumen
University education today shows certain difficulties in promoting the human development of its students. The present work intends to rethink this problem based on the capabilities approach. In order to that purpose it analyze, first, the conceptual background and the principles proposed by the capabilities approach. Second, the educational potentialities of this approach are examined, in order to generate and promote human development. Finally, the viability of a curricular integration between the capabilities approach and the current competence approach is considered. It is concluded that the capabilities approach has a high educational potential capable of harmoniously complementing the current competence curriculum.
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Año:
2018
ISSN:
2386-6292, 1578-7001
José Navarro-Cendejas; Sandra Fachelli
Universidad de Navarra
Resumen
This article examines the employment and work status of Catalan graduates from public universities, by establishing a comparison between three cohorts of graduates: 2004 (during an expansion), 2007 (starting point of economic crisis), and 2010 (during the crisis). A first descriptive analysis shows that the rise of unemployment has affected graduates differently according to gender, social origin, field of study and work during higher education. A second typological analysis shows a homogeneous structure of occupations among the cohorts. However, starting with the 2010 cohort, the most exposed to the crisis, the absolute number of graduates with the better occupational conditions has declined, whereas the number of graduates in less protected has increased.
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Año:
2018
ISSN:
2386-6292, 1578-7001
Margarita Bakieva; Jesús M. Jornet Meliá; José González-Such; Yolanda Edith Leyva Barajas
Universidad de Navarra
Resumen
This work describes the process of design and validation of an assessment tool focused in Teacher Collegiality in the phase of logical validation (construct validation) by the judgement of experts through mixed methodology (quantitative and qualitative). The instrument is part of the Evaluation Model for Social Cohesion (Jornet, 2012). The instrument has been designed and validated in Spain and then the adaptation process was carried out in Mexico. The results show significant differences between the valuations of experts from both contexts and highlight divergences in the organization of educational systems, which helps to define the instrument for the two contexts.
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Año:
2018
ISSN:
2386-6292, 1578-7001
Pilar Figuera Gazo; María Rosa Buxarrais Estrada; Juan Llanes Ordóñez; Marta Venceslao Pueyo
Universidad de Navarra
Resumen
This article presents the results of a research aimed at analysing the motivations and academic satisfaction in the transition to master’s studies in Social and Legal Sciences. 453 students from 8 master’s degrees from the University of Barcelona and Autonomous University of Barcelona have participated. The results show differences between the typology of master and reasons for choice and satisfaction with studies and the relationship between academic satisfaction and the motives of choice. The specificity of the transition processes to these studies and the importance of establishing guiding actions are confirmed.
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Año:
2018
ISSN:
2386-6292, 1578-7001
Javier Pérez Guerrero
Universidad de Navarra
Resumen
The fundamental aim of this article is to show the affinity between the formation of aesthetic taste and personalized education, such as it is understood by the school promoted by the Spanish author of reference in this matter, Víctor García Hoz. On the one hand, the formation of aesthetic taste, as it is understood by Kant and Schiller, lines up with the purpose of personalized education and, on the other hand, as consequence of his own pedagogical presuppositions, personalized education must pursue the cultivation of aesthetic taste between students.
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Año:
2018
ISSN:
2386-6292, 1578-7001
Fernando Carbajo López
Universidad de Navarra
Resumen
A genuine and effective educational relationship has to start from the confidence of educators in the possibilities of improvement of pupils, and in their own ability to influence them positively, an ability which will increase to the degree that coherence is kept with the institution ethos, and with the educational practice of the teaching institution. Communication between a tutor and a pupil must be existential, because it must deal with the pupil’s vital reality; but, at the same time, it has to be methodical, with some planned objectives. The end of guidance is not to individualize, but personalize. The first refers to numerical; personalization is more, because it is about considering the pupil as a person, as a unique being, with some particular circumstances, a way of life of his/her own, some specific qualities, a degree of psychological development, etc.
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Año:
2018
ISSN:
2386-6292, 1578-7001
Pedro José Rangel; Elsi Jiménez
Universidad de Navarra
Resumen
This work describes the experience of a group of students in learning how to research (Simón Rodríguez University, Palo Verde campus). Starting from an instructional strategy based on the cognitive and affective processes of a theoretic-practical course, the use of the academic counseling on line, discussion group and personal interaction were developed. Using an adaptation of the phenomenological method, that involved the use of the moments and reductions proper to it, the students’ experiences and perceptions were analyzed. The results of the study show: (a) personal interpretations of the academic experience, (b) the perception of interaction and (c) expectations and difficulties of the students. Also the experience is analyzed under de light of the socio-cognitive and psychological processes which underlie collaborative learning. Finally, this work gives suggestions for facilitating learning with the support of information and communication technologies
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