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Factores que determinan el éxito académico de los estudiantes en las áreas de Ciencia, Tecnología, Ingeniería y Matemáticas (STEM)

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dc.conference.dateJunio 2020
dc.conference.placeUniversidad Complutense de Madrid. Facultad de Educación – Centro de Formación del Profesorado.
dc.conference.title6as Jornadas de Investigación PhDay Educación
dc.contributor.authorCalderón Cruz, Edjean M.
dc.date.accessioned2023-06-17T10:14:06Z
dc.date.available2023-06-17T10:14:06Z
dc.date.issued2020
dc.description.abstractExiste una brecha en la obtención de títulos en carreras relacionadas con las Ciencias, Tecnología, Ingeniería y Matemáticas (STEM, en inglés).
dc.description.abstractThere is a gab in degree completion in Science, Technology, Engineering and Mathematics (STEM).
dc.description.facultyFac. de Educación
dc.description.refereedTRUE
dc.description.statuspub
dc.eprint.idhttps://eprints.ucm.es/id/eprint/64530
dc.identifier.relatedurlhttps://educacion.ucm.es/
dc.identifier.urihttps://hdl.handle.net/20.500.14352/8924
dc.language.isospa
dc.page.final77
dc.page.initial61
dc.rights.accessRightsopen access
dc.subject.cdu159.953.5
dc.subject.cdu5/6
dc.subject.cdu51
dc.subject.cdu62
dc.subject.cdu371.3
dc.subject.cdu372.85
dc.subject.cdu37.015.3
dc.subject.keywordInvestigación
dc.subject.keywordMotivación
dc.subject.keywordCiencia y Tecnología
dc.subject.keywordEducación en STEM
dc.subject.keywordEntrenamiento en Investigación
dc.subject.keywordAspiraciones por PhD en Ciencias
dc.subject.keywordEstudiantes Hispanos
dc.subject.keywordResearch
dc.subject.keywordMotivation
dc.subject.keywordScience and Technology
dc.subject.keywordSTEM Education
dc.subject.keywordUndergraduate Research Experience
dc.subject.keywordAspiration for Research Career
dc.subject.keywordHispanic Students
dc.subject.ucmAprendizaje
dc.subject.ucmEnseñanza de las ciencias
dc.subject.ucmMétodos de investigación en educación
dc.subject.ucmPsicología de la educación (Educación)
dc.subject.unesco6104.03 Leyes del Aprendizaje
dc.subject.unesco6104 Psicopedagogía
dc.titleFactores que determinan el éxito académico de los estudiantes en las áreas de Ciencia, Tecnología, Ingeniería y Matemáticas (STEM)
dc.title.alternativeFactors Determining Student Success in Science, Technology, Engineering, and Mathematics (Stem)
dc.typeconference paper
dcterms.references• Adedokun, O.A., Zhang, D., Carleton Parker, L., Bessenbacher, A., Childress, A., and Burgess, W.D. (2012). Understanding how undergraduate research experiences influence student aspirations for research careers and graduate education. Journal of College Science Teaching, 42(1), 82-90. • Adedokun, O.A., Bessenbacher, A.B., Parker, L.C., Kirkham, L.L., and Burgess, W.D. (2013). Research skills and STEM undergraduate research students’ aspirations for research careers: Mediating effects of research on self-efficacy. Journal of Research in Science Teaching, 50(8), 940-951. doi: 10.1002/tea.21102 • Brenner, P. S., Serpe, R. T., & Stryker, S. (2018). Role-specific Self-efficacy as Precedent and Product of the Identity Model. Social Perspectives, 61(1), 57– 80. https://doi.org/10.1177/0731121417697306 • Boyer Commission on Education of Undergraduates in the Research University. (1998). Re- inventing Undergraduate Education: A Blueprint for America’s Research Universities. New York. Available: http://files.eric.ed.gov/fulltext/ED424840.pdf • Chemers, M. M., Hu, L., & Garcia, B. F. (2001). Academic Self-Efficacy and First-Year College Student Performance and Adjustment. 93(1), 55– 64. https://doi.org/10.1037//0022-0663.93.1.55 • Christe, B. (2013). The importance of Faculty-Student Connections in STEM Disciplines: A Literature Review. Journal of STEM Education, 149(3), 22-26. • Creswell, John W.; Plano Clark, V. L. (2007). Designing and Conducting Mixed Methods Research. SAGE Publications, Inc. • Creswell, J. (2012). Eductional Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research (4.a ed.). Boston, MA: Pearson Education, Inc. • Estrada, M. B., Francisco, S., Woodcock, A., Marcos, S., Hernandez, P., Schultz, P. W., & Marcos, S. (2011). Toward a Model of Social Influence That Explains Minority Student Integration into the Scientific Community. Journal of Educational Psychology, 103(1), 206-222. https://doi.org/10.1037/a0020743 • Hunter, A.B., Laursen, S.L., and Seymour, E. (2007). Becoming a scientist: The role of undergraduate research in cognitive, personal and profesional development. Science Educa-tion, 91(1), 36-74. • Kardash, C.M. (2000). Evaluation of an undergraduate research experience: Perceptions of undergraduate interns and their faculty mentors. Journal of Educational Psychology, 92(1), 191-201. • Kuh, G.D. (2008). Excerpt from High-Impact Educational Practices: What They Are, Who Has Access to Them, and Why They Matter. Available: https://www.aacu.org/leap/hips • Lopatto, D. (2004). Survey of Undergraduate Research Experiences (SURE): First findings. Cell Biology Education, 3, 270-277. • National Academies of Sciences, Engineering, and Medicine 2017. Undergraduate Research Experiences for STEM Students: Successes, Challenges, and Opportunities. Washington, DC: The National Academies Press. https://doi.org/10.17226/24622 • National Research Council. (1999). How People Learn: Bridging Research and Practice. M. Donovan, J. Bransford, and J. Pellegrino (Eds.). Committee on Learning Research and Educational Practice. Board on Behavioral, Cognitive, and Sensory Sciences, Division of Behavioral and Social Sciences and Education. Washington, DC: National Academy Press. • National Science Board. 2015. Revisiting the STEM Workforce, A Companion to Science and Engineering Indicators 2014, Arlington, VA: National Science Foundation (NSB-2015-10) • Noonan, Ryan. Office of the Chief Economist, Economics and Statistics Administration, U.S. Department of Commerce. (March 30, 2017). STEM Jobs: 2017 Update (ESA Issue Brief # 02-17). Recuperado de http://www.esa.gov/reports/stem-jobs-2017-update. • Robnett, R. D., Chemers, M. M., & Zurbriggen, E. L. (2015). Longitudinal Associations Among Undergraduates’ Research Experience, Self-Efficacy, and Identity. 52(6), 847– 867. https://doi.org/10.1002/tea.21221 • Seymour, E., Hunter, A.B., Laursen, S.L., and DeAntoni, T. (2004). Establishing the benefits of research experiences for undergraduates in the sciences: First findings from a three-year study. Science Education, 88, 493-534. • Weston, T. J., & Laursen, S. L. (2015). The Undergraduate Research Student Self-Assessment (URSSA): Validation for Use in Program Evaluation. Cell Biology Education- Life Science Education, 14(3), 1– 10. https://doi.org/10.1187/cbe.14-11-0206
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