Variables del estudiante, del profesor y del contexto en la predicción del rendimiento académico en biologíaanálisis desde una perspectiva multinivel

  1. Núñez Pérez, José Carlos 1
  2. Vallejo Seco, Guillermo 1
  3. Rosário, Pedro 2
  4. Tuero Herrero, Ellián 1
  5. Valle Arias, Antonio 3
  1. 1 Universidad de Oviedo
    info

    Universidad de Oviedo

    Oviedo, España

    ROR https://ror.org/006gksa02

  2. 2 Universidade do Minho
    info

    Universidade do Minho

    Braga, Portugal

    ROR https://ror.org/037wpkx04

  3. 3 Universidade da Coruña
    info

    Universidade da Coruña

    La Coruña, España

    ROR https://ror.org/01qckj285

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Revista:
Revista de psicodidáctica

ISSN: 1136-1034

Año de publicación: 2014

Volumen: 19

Número: 1

Páginas: 145-172

Tipo: Artículo

DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Revista de psicodidáctica

Resumen

En el presente estudio se analiza la contribución de variables del alumno y variables del contexto en la predicción del rendimiento académico en Bachillerato. Se han obtenido información de 988 estudiantes, de último curso de Bachillerato y de sus 57 profesores de Biología. Los datos fueron analizados desde una perspectiva multinivel. Los resultados indican que, de la variabilidad observada en el rendimiento en Biología, el 85.6% se debe a las variables de nivel de estudiante mientras que el 14.4% restante corresponde a las variables de nivel de clase. A nivel de estudiante. el rendimiento en Biología se encontró asociado con el enfoque de aprendizaje, con los conocimientos previos, con el absentismo escolar y con el nivel educativo de los padres. A nivel de clase, el rendimiento únicamente estuvo asociado con el enfoque de enseñanza del profesor. y no directamente, sino a través del enfoque de estudio del alumno.

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Fuente de los datos: Dialnet