Santos Miguel A, Godás Agustín, Ferraces María J, Lorenzo Mar
Faculty of Education, University of Santiago de Compostela A Coruña, Spain.
Faculty of Psychology, University of Santiago de Compostela A Coruña, Spain.
Front Psychol. 2016 Oct 13;7:1560. doi: 10.3389/fpsyg.2016.01560. eCollection 2016.
The international assessment studies of key competences, such as the PISA report of the OECD, have revealed that the academic performance of Spanish students is significantly below the OECD average. In addition, it has also been confirmed that the results of immigrant students are consistently lower than those of their native counterparts. Given the context, the first objective of this work is to observe the variables (support, control, school satisfaction, and learning environment) which distinguish between retained and non-retained native and immigrant students. The second objective is to check, by comparing the retained and non-retained native and immigrant students and separating the two levels, in order to find out which of the selected variables clearly differentiate the two groups. A sample of 1359 students was used (79.8% native students and 20.2% immigrant students of Latin American origin), who were enrolled in the 5th and 6th year of Primary Education (aged 10-11 years) and in the 1st and 2nd year of Secondary Education (aged 12-13 years). The measurement scales, which undergo a psychometric analysis in the current work, have been developed in a previous research study (Lorenzo et al., 2009). The construct validity and reliability are reported (obtaining alpha indices between 0.705 and 0.787). Subsequently, and depending on the results of this analysis, inferential analyses are performed, using as independent variables the ethno-cultural origin and being retained or not, whereas, as dependent variables, the indices referring to students' perception of family support and control, as well as the assessment of the school and learning environment. Among other results, the Group × Being retained/Not being retained [ = 4.67, < 0.01] interaction should be pointed out, indicating that native non-retained subjects perceive more control than immigrants, as well as the Group × Being retained/Not being retained [ = 5.49, < 0.01] interaction, showing that native non-retained students perceive more family support. Given the results obtained, our intention is to provide solid evidence that would facilitate the design of family involvement programs, helping to improve students' educational performance.
对关键能力的国际评估研究，如经合组织的国际学生评估项目（PISA）报告，显示西班牙学生的学业成绩显著低于经合组织平均水平。此外，也已证实移民学生的成绩始终低于本国学生。鉴于此背景，本研究的首要目标是观察区分留级和未留级的本国及移民学生的变量（支持、控制、学校满意度和学习环境）。第二个目标是通过比较留级和未留级的本国及移民学生并区分两个年级水平，以找出所选变量中哪些能清晰区分这两组学生。研究使用了1359名学生作为样本（79.8%为本国学生，20.2%为拉丁裔移民学生），他们分别就读于小学五年级和六年级（10 - 11岁）以及中学一年级和二年级（12 - 13岁）。本研究中进行了心理测量分析的测量量表是在之前的一项研究（洛伦佐等人，2009年）中开发的。报告了结构效度和信度（得到的阿尔法系数在0.705至0.787之间）。随后，根据该分析结果进行推断分析，将种族文化起源以及是否留级作为自变量，而将学生对家庭支持和控制的感知指数以及对学校和学习环境的评价作为因变量。在其他结果中，应指出组×是否留级[F = 4.67，p < 0.01]的交互作用，表明未留级的本国学生比移民学生感知到更多的控制，以及组×是否留级[F = 5.49，p < 0.01]的交互作用，表明未留级的本国学生感知到更多的家庭支持。鉴于所获得的结果我们旨在提供确凿证据，以促进家庭参与项目的设计，帮助提高学生的教育成绩。
