Variables que influyen en la transición de la Educación Primaria a la Educación Secundaria Obligatoria. Un modelo comprensivo

  1. Diego González-Rodríguez 1
  2. María-José Vieira 1
  3. Javier Vidal 1
  1. 1 Universidad de León
    info

    Universidad de León

    León, España

    ROR https://ror.org/02tzt0b78

Revista:
Bordón: Revista de pedagogía

ISSN: 0210-5934,  2340-6577

Año de publicación: 2019

Volumen: 71

Número: 2

Páginas: 85-108

Tipo: Artículo

DOI: 10.13042/BORDON.2019.68957 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: Bordón: Revista de pedagogía

Objetivos de desarrollo sostenible

Resumen

INTRODUCTION. Les transitions parmi les étapes et, en particulier, le passage de l’enseignement primaire à l’enseignement secondaire, constituent l’un des changements les plus complexes que l’élève subit tout au long de son parcours éducatif. Fournir des directives pour améliorer ce processus de transition est une tâche complexe qui doit être effectuée en tenant compte toutes les variables (académiques et non académiques) qui entourent l’élève. L’objectif de la présente étude est de savoir quelles sont les variables qui influencent l’élève qui effectue la transition vers l’enseignement secondaire dans une perspective globale, y compris les variables académiques et non académiques, et en créant un modèle complet pour aider à diagnostiquer les étudiants les plus vulnérables au processus de transition. MÉTHODE. Une revision systématique a été réalisée avec une sélection d'articles entre 1985 et février 2018. La recherche a été menée à bout avec quatre bases de données: SCOPUS, WEB OF SCIENCE, ERIC ET DIALNET. RÉSULTATS. 80 études ont formé l'échantillon final de cette revision. Les résultats montrent que 70 variables décrites influencent ce processus de transition. Ces variables ont été classées en six facteurs académiques et non académiques (individu, famille, étudiant, camarades de classe, faculté et établissent). DISCUSSION. Parmi toutes les variables examinées, celles liées à l'individu (individu et étudiant) et à la famille sont celles qui ont été le plus étudiées dans la littérature. En conclusion, l'identification des variables de risque pouvant influencer l'élève qui effectue le processus de transition s’avère complexe. Par la suite, il est nécessaire de disposer d’un modèle complet qui puisse rendre plus facile la conception des actions visant à améliorer leurs performances.

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Fuente de los datos: Dialnet