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Clima escolar, bienestar estudiantil y alfabetización lectora: Análisis basado en PISA 2018

dc.rights.licenseReconocimiento 4.0 Internacional
dc.contributor.advisorCorredor Aristizábal, Javier Alejandro
dc.contributor.authorJerez García, Daniel Mauricio
dc.date.accessioned2024-01-24T21:11:04Z
dc.date.available2024-01-24T21:11:04Z
dc.date.issued2023
dc.identifier.urihttps://repositorio.unal.edu.co/handle/unal/85431
dc.description.abstractLa alfabetización lectora es esencial para el éxito y el desarrollo de los estudiantes. En el marco de la psicología educativa, existe evidencia de que el clima escolar y el bienestar estudiantil inciden en el desarrollo de la alfabetización lectora. Esta investigación busca identificar los factores de clima escolar y bienestar estudiantil que predicen la alfabetización lectora en la escuela secundaria en América Latina usando los datos de PISA 2018. Se construyó un modelo de perceptrón multicapa para generar hipótesis novedosas y robustas sobre los factores asociados a la alfabetización lectora. Se verificaron estas hipótesis con un conjunto de datos distinto construyendo un Modelo Lineal General Multivariante y Modelos de Efectos Mixtos. Esta metodología se propuso en el marco de la crisis de replicación en investigación en educación y psicología del desarrollo. Respecto al clima escolar, se encontró que la instrucción dirigida, la retroalimentación y el clima discriminatorio se asocian a un menor rendimiento en lectura. Mientras tanto, la instrucción adaptativa y el sentido de pertenencia predicen una mayor alfabetización lectora. Respecto al bienestar estudiantil, la autoeficacia, la motivación para dominar las tareas, el disfrute de leer y la mentalidad de crecimiento predicen una mayor capacidad lectora. Entretanto, la satisfacción vital se asocia a una menor alfabetización lectora. Estos resultados demuestran la relevancia del clima escolar y del bienestar estudiantil en el desarrollo de la alfabetización lectora en la escuela. Además, la metodología de esta investigación refleja cómo se puede usar el Aprendizaje Automático en la fase exploratoria de los estudios educativos para generar hipótesis robustas y replicables. (Texto tomado de la fuente)
dc.description.abstractReading literacy is essential for student success and development. Within the framework of educational psychology, there is evidence that school climate and student well-being affect reading literacy development. This research seeks to identify school climate and student well-being factors that predict reading literacy in high school in Latin America using PISA 2018 data. A multilayer perceptron model was constructed to generate novel and robust hypotheses about factors associated with reading literacy. These hypotheses were tested with a different dataset by building a Multivariate General Linear Model and Mixed Effects Models. This methodology was proposed in the framework of the replication crisis in research in education and developmental psychology. Regarding school climate, it was found that directed instruction, feedback and discriminatory climate are associated with lower reading achievement. Meanwhile, adaptive instruction and sense of belonging predict higher reading literacy. Regarding student well-being, self-efficacy, motivation to master tasks, enjoyment of reading, and growth mindset predict higher reading literacy. Meanwhile, life satisfaction is associated with lower reading literacy. These results demonstrate the relevance of school climate and student well-being in the development of reading literacy in school. Furthermore, the methodology of this research reflects how Machine Learning can be used in the exploratory phase of educational studies to generate robust and replicable hypotheses.
dc.format.extent142 páginas
dc.format.mimetypeapplication/pdf
dc.language.isospa
dc.publisherUniversidad Nacional de Colombia
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/
dc.subject.ddc100 - Filosofía y Psicología::107 - Educación, investigación, temas relacionados
dc.titleClima escolar, bienestar estudiantil y alfabetización lectora: Análisis basado en PISA 2018
dc.typeTrabajo de grado - Maestría
dc.type.driverinfo:eu-repo/semantics/masterThesis
dc.type.versioninfo:eu-repo/semantics/acceptedVersion
dc.publisher.programBogotá - Ciencias Humanas - Maestría en Psicología
dc.description.degreelevelMaestría
dc.description.degreenameMagíster en Psicología
dc.identifier.instnameUniversidad Nacional de Colombia
dc.identifier.reponameRepositorio Institucional Universidad Nacional de Colombia
dc.identifier.repourlhttps://repositorio.unal.edu.co/
dc.publisher.facultyFacultad de Ciencias Humanas
dc.publisher.placeBogotá, Colombia
dc.publisher.branchUniversidad Nacional de Colombia - Sede Bogotá
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dc.rights.accessrightsinfo:eu-repo/semantics/openAccess
dc.subject.lembMétodos de enseñanza
dc.subject.lembEducational method
dc.subject.lembEducación
dc.subject.lembEducation
dc.subject.lembEducational method
dc.subject.proposalEducación
dc.subject.proposalAlfabetización lectora
dc.subject.proposalClima escolar
dc.subject.proposalBienestar estudiantil
dc.subject.proposalPISA 2018
dc.title.translatedSchool climate, student well-being and reading literacy: Analysis based on PISA 2018
dc.type.coarhttp://purl.org/coar/resource_type/c_bdcc
dc.type.coarversionhttp://purl.org/coar/version/c_ab4af688f83e57aa
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dcterms.audience.professionaldevelopmentMaestros
dc.contributor.orcidhttps://orcid.org/0000-0002-7540-825X


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