RT Journal Article
T1 Academic resilience in mathematics and science: Europe TIMSS-2019 Data
A1 García-Crespo, Francisco J.
A1 Fernández Alonso, Rubén
A1 Muñiz, Jose
AB Academically resilient students are those who exhibit high performance starting from a disadvantaged socioeconomic situation. This study aims to identify the personal, school, and national factors that are associated with that resilience in the European Union (EU). Method: The sample comprised 96556 fourth grade students from 21 EU countries participating in TIMSS-2019. Two three-level logistic regression models were specifi ed for the overall sample. Results: The EU has an average of 25.67% resilient students in mathematics and 24.16% in science. Student confi dence and having done prior linguistic tasks at school were the variables with the most predictive power after accounting for gender and students’ immigrant background. The European countries analyzed largely compensated for the doubly-disadvantaged situation of immigrant students. Those countries with higher proportions of low-performing students had fewer resilient students. Conclusions: The educational policies in the EU member states are able to largely compensate for unfavorable starting positions; fundamentally, policies of a social nature such as support for immigrant students, families, or schools.
AB Resiliencia Académica en Matemáticas y Ciencias: Datos de Europa TIMSS-2019. Antecedentes: el alumnado académicamente resiliente es aquel que obtiene un alto rendimiento partiendo de una situación socioeconómica desaventajada. Esta investigación pretende identifi car los factores personales, escolares y nacionales que están asociados a la resiliencia académica en la Unión Europea (UE). Método: la muestra fue de 96.556 estudiantes de 4º grado de 21 países de la UE participantes en TIMSS-2019. Para el conjunto de la muestra se ajustaron dos modelos de regresión logística multinivel de tres niveles. Resultados: la UE tiene un promedio de 25,67% de alumnado resiliente en matemáticas y 24,16% en ciencias. La confianza de los estudiantes y haber realizado tareas lingüísticas previas a la escuela son las variables con mayor poder predictivo después de tener en cuenta el género y los antecedentes inmigrantes de los estudiantes. Los países europeos analizados compensan en buena medida la situación doblemente desaventajada del alumnado inmigrante. Aquellos países que poseen un mayor porcentaje de alumnado con bajo rendimiento tienen menos estudiantes resilientes. Conclusiones: las políticas educativas de los estados miembros de la UE son capaces de compensar en gran medida las situaciones desfavorecidas de partida. Fundamentalmente aquellas de carácter social como el apoyo al alumnado inmigrante, a la familia o las instituciones educativas.
PB Colegio Oficial de Psicólogos del Principado de Asturias
SN 0214-9915
YR 2022
FD 2022
LK https://hdl.handle.net/20.500.14352/72673
UL https://hdl.handle.net/20.500.14352/72673
LA eng
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NO Ministerio de Economía y Competitividad (MINECO)
NO Universidad de Oviedo
DS Docta Complutense
RD 29 abr 2024