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

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dc.contributor.advisorCorredor Aristizábal, Javier Alejandro
dc.contributor.authorJerez García, Daniel Mauricio
dc.contributor.orcidhttps://orcid.org/0000-0002-7540-825Xspa
dc.date.accessioned2024-01-24T21:11:04Z
dc.date.available2024-01-24T21:11:04Z
dc.date.issued2023
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)spa
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.eng
dc.description.degreelevelMaestríaspa
dc.description.degreenameMagíster en Psicologíaspa
dc.format.extent142 páginasspa
dc.format.mimetypeapplication/pdfspa
dc.identifier.instnameUniversidad Nacional de Colombiaspa
dc.identifier.reponameRepositorio Institucional Universidad Nacional de Colombiaspa
dc.identifier.repourlhttps://repositorio.unal.edu.co/spa
dc.identifier.urihttps://repositorio.unal.edu.co/handle/unal/85431
dc.language.isospaspa
dc.publisherUniversidad Nacional de Colombiaspa
dc.publisher.branchUniversidad Nacional de Colombia - Sede Bogotáspa
dc.publisher.facultyFacultad de Ciencias Humanasspa
dc.publisher.placeBogotá, Colombiaspa
dc.publisher.programBogotá - Ciencias Humanas - Maestría en Psicologíaspa
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dc.rights.licenseReconocimiento 4.0 Internacionalspa
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/spa
dc.subject.ddc100 - Filosofía y Psicología::107 - Educación, investigación, temas relacionadosspa
dc.subject.lembMétodos de enseñanzaspa
dc.subject.lembEducational methodeng
dc.subject.lembEducaciónspa
dc.subject.lembEducationspa
dc.subject.lembEducational methodeng
dc.subject.proposalEducaciónspa
dc.subject.proposalAlfabetización lectoraspa
dc.subject.proposalClima escolarspa
dc.subject.proposalBienestar estudiantilspa
dc.subject.proposalPISA 2018spa
dc.titleClima escolar, bienestar estudiantil y alfabetización lectora: Análisis basado en PISA 2018spa
dc.title.translatedSchool climate, student well-being and reading literacy: Analysis based on PISA 2018eng
dc.typeTrabajo de grado - Maestríaspa
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