Low indicators of personal and social development in Chilean schools are associated with unimproved academic performance: A national study

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datacite.alternateIdentifier.citationINTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH,Vol.104,,2020
datacite.alternateIdentifier.doi10.1016/j.ijer.2020.101651
datacite.creatorDelgado Floody, Pedro
datacite.creatorCarter Thuillier, Bastián
datacite.creatorGuzman Guzman, Iris Paola
datacite.creatorLatorrre Roman, Pedro
datacite.creatorCaamaño Navarrete, Felipe
datacite.date2020
datacite.subject.englishClassroom climate
datacite.subject.englishHigh school
datacite.subject.englishAcademic self-esteem
datacite.subject.englishSocial development
datacite.titleLow indicators of personal and social development in Chilean schools are associated with unimproved academic performance: A national study
dc.date.accessioned2021-04-30T17:04:11Z
dc.date.available2021-04-30T17:04:11Z
dc.description.abstractThe objective of the present study was to determine the association of academic performance with personal and social development indicators in Chilean schools from the results of the 2016 national education study and to determine the relationship of these results with the schools' socioeconomic background. The results from 2891 schools that participated in the 2016 national education study were analyzed. This examination considered academic performance (2016 vs 2015) and personal and social development indicators. The indicators with values <= 70 were associated with unimproved academic performance (i.e., maintained or decreased). Moreover, the indicators had a greater correlation with academic performance on low/middle-low socioeconomic background Schools. This finding may be useful in the discussion and implementation of public policies in Chile.
dc.identifier.urihttp://repositoriodigital.uct.cl/handle/10925/3880
dc.language.isoen
dc.publisherELSEVIER SCI LTD
dc.sourceINTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH
oaire.resourceTypeArticle
uct.catalogadorWOS
uct.indizacionSSCI
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