Influencia de las expectativas de éxito en la elección de Formación Profesional o Bachillerato científico-tecnológico

  1. Alfonso Alcalde Saiz 1
  2. Radu Bogdan Toma 1
  3. Jesús Enrique Sierra 1
  1. 1 Universidad de Burgos, Spain
Revista:
Educación XX1: Revista de la Facultad de Educación

ISSN: 1139-613X,  2174-5374

Año de publicación: 2024

Volumen: 27

Número: 1

Páginas: 209-227

Tipo: Artículo

DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Educación XX1: Revista de la Facultad de Educación

Resumen

The number of students pursuing scientific-technological careers is declining, with significant gender differences. Similarly, at the end of the compulsory stage, an increasing number of students continue their studies in Vocational education rather than the Baccalaureate. The reasons for this trend are not clearly known, but it seems that students’ expectancies and the influence of their teachers and parents may play a role. Thus, this study examines the impact of students’ expectancies of success in science and technology, as well as their perceptions of their parents and teachers’ expectancies of success, on their choice of study type (Vocational education or baccalaureate) and branch (scientific-technological or not). A convenience sample of 276 students was surveyed using a valid and reliable instrument in a quantitative, explanatory design. The findings show that students and their parents’ expectancies of success have a strong influence on the choice of baccalaureate studies in boys, but not in girls. In addition, the choice of scientific-technological studies is influenced by their expectancies of success and those of their parents in boys, and by their expectancies of success and those of their teachers in girls. These findings emphasize the importance of the construct of expectancies of success in the formation of scientific vocations and the academic orientation. For this reason, to increase scientific-technical vocations, it is necessary to implement methodologies and strategies that improve students’ expectancies of success in science and technology, as well as the expectancies that their parents and teachers place on them.

Referencias bibliográficas

  • Aschbacher, P. R., Ing, M., & Tsai, S. M. (2014). Is science me? Exploring middle school students’ STEM career aspirations. Journal of Science Education and Technology, 23(6), 735–743. https://doi.org/10.1007/s10956-014-9504-x
  • Aschbacher, P. R., Li, E., & Roth, E. J. (2010). Is science me? High school students’ identities, participation and aspirations in science, engineering, and medicine. Journal of Research in Science Teaching, 47(5), 564–582. https://doi.org/10.1002/tea.20353
  • Ato, M., López, J. J., & Benavente, A. (2013). A classification system for research designs in psychology. Anales de Psicología, 29(3), 1038–1059. https://doi.org/10.6018/analesps.29.3.178511
  • Bandura, A., Barbaranelli, C., Caprara, G. V., & Pastorelli, C. (2001). Self-efficacy beliefs as shapers of children’ s aspirations and career. Child Development, 72(1), 187–206.
  • Beaton, D. E., Bombardier, C., Guillemin, F., & Ferraz, M. B. (2000). Guidelines for the process of cross-cultural adaptation of self-report measures. Spine, 25(24), 3186–3191. https://doi.org/10.1097/00007632-200012150-00014
  • Bøe, M. V. (2012). Science choices in Norwegian upper secondary school: what matters? Science Education, 96(1), 1–20. https://doi.org/10.1002/sce.20461
  • Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education. Routledge.
  • Eccles, J. S., & Wigfield, A. (1995). In the mind of the actor: the structure of adolescents’ achievement task values and expectancy-related beliefs. Personality and Social Psychology Bulletin, 21(3), 215–225. https://doi.org/10.1177/0146167295213003
  • Eccles, J. S., & Wigfield, A. (2020). From expectancy-value theory to situated expectancy-value theory: a developmental, social cognitive, and sociocultural perspective on motivation. Contemporary Educational Psychology, 61(Mayo), 101859. https://doi.org/10.1016/j.cedpsych.2020.101859
  • Ferrando, P. J., Lorenzo-Seva, U., Hernández-Dorado, A., & Muñiz, J. (2022). Decálogo para el análisis factorial de los ítems de un test. Psicothema, 34(1), 7–17. https://doi.org/10.7334/psicothema2021.456
  • Grañeras-Pastrana, M., Moreno-Sánchez, M. E., & Isidoro-Calle, N. (2022). Radiografía de la brecha de género en la formación STEAM. Un estudio en detalle de la trayectoria educativa de niñas y mujeres en España. Ministerio de educación y formación profesional.
  • Guo, J., Marsh, H. W., Parker, P. D., Morin, A. J. S., & Yeung, A. S. (2015). Expectancy-value, gender and socioeconomic background as predictors of achievement and aspiration: a multi-cohort study. Learning and Individual Differences, 37, 161–168. https://doi.org/10.1016/j.lindif.2015.01.008
  • Guo, J., Parker, P. D., Marsh, H. W., & Morin, A. J. S. (2015). Achievement, motivation, and educational choices: a longitudinal study of expectancy and value using a multiplicative perspective. Developmental Psychology, 51(8), 1–14. https://doi.org/10.1037/a0039440
  • Knapp, H. (2018). Intermediate statistics using SPSS. Sage Publications, Inc.
  • Lloret-Segura, S., Ferreres-Traves, A., Hernández-Baeza, A., & Tomás-Marco, I. (2014). El análisis factorial exploratorio de los ítems: una guía práctica, revisada y actualizada. Anales de Psicología, 30(3), 1151–1169. https://doi.org/10.6018/analesps.30.3.199361
  • Maltese, A. V., & Tai, R. H. (2011). Pipeline persistence: examining the association of educational experiences with earned degrees in STEM among U.S. students. Science Education, 95(5), 877–907. https://doi.org/10.1002/sce.20441
  • Martínez-Vicente, M., Suárez Riveiro, J. M., & Valiente Barroso, C. (2023). Perfil estratégico-motivacional y rendimiento académico en alumnado de educación primaria. Educación XX1, 26(1), 141-163. https://doi.org/10.5944/educxx1.31852
  • Merino Pareja, R., Martínez García, J. S., & Valls, O. (2020). Efectos secundarios y motivaciones de las personas jóvenes para escoger Formación Profesional. Papers: Revista de Sociología, 105(2), 259-277. https://doi.org/10.5565/rev/papers.2776
  • Ministerio de Universidades. (2022). Datos y cifras del Sistema Universitario Español 2021-22.
  • Muñoz-Domínguez, A. I., Toma, R. B., Hernández, C. M., Bermejo, N., & Gómez, P. J. S. (2022). Identidad rural e identidad científica. Una intervención educativa en la España vaciada. Enseñanza de las Ciencias, 40(3), 125-145. https://doi.org/10.5565/rev/ensciencias.5693
  • Phan, H. P. (2014). Expectancy-value and cognitive process outcomes in mathematics learning: a structural equation analysis. Higher Education Research and Development, 33(2), 325–340. https://doi.org/10.1080/07294360.2013.832161
  • Potvin, P., & Hasni, A. (2014). Interest, motivation and attitude towards science and technology at K-12 levels: a systematic review of 12 years of educational research. Studies in Science Education, 50, 85–129. https://doi.org/10.1080/03057267.2014.881626
  • Ra, S., Shrestha, U., Khatiwada, S., Yoon, S. W., & Kwon, K. (2019). The rise of technology and impact on skills. International Journal of Training Research, 17(sup1), 26-40. https://doi.org/10.1080/14480220.2019.1629727
  • Sánchez-Martín, M., Corral-Robles, S., Llamas-Bastida, M. C., & González-Gijón, G. (2023). Determinantes académicos y motivacionales en función del género del alumnado de Formación Profesional . Revista de Educación, 399, 11–37. https://doi.org/10.4438/1988-592X-RE-2023-399-560
  • Santana Vega, L. E., Feliciano García, L. A., & Medina Sánchez, P. C. (2019). Proyecto de vida y toma de decisiones del alumnado de Formación Profesional. Revista Complutense de Educación, 30(2), 423-440. http://dx.doi.org/10.5209/RCED.57589
  • Thomas, J. A., & Strunk, K. K. (2017). Expectancy-value and children’s science achievement: parents matter. Journal of Research in Science Teaching, 54(6), 693–712. https://doi.org/10.1002/tea.21382
  • Toma, R. B. (2021). Evidencias de validez de una medida de la motivación por las ciencias de la naturaleza. Educación XX1, 24(2), 351-374. https://doi.org/10.5944/educXX1.28244
  • Toma, R. B., & Lederman, N. G. (2022). A comprehensive review of instruments measuring attitudes toward science. Research in Science Education, 52, 567-582. https://doi.org/10.1007/s11165-020-09967-1
  • Tytler, R. (2014). Attitudes, identity, and aspirations toward science. En N. G. Lederman & S. K. Abell (Eds.), Handbook of research on science education (pp. 82–103). Routledge.
  • Zhang, X., Noor, R., & Savalei, V. (2016). Examining the effect of reverse worded items on the factor structure of the need for cognition scale. Plos One, 11(6), 1–15. https://doi.org/10.1371/journal.pone.0157795
  • Wigfield, A., & Eccles, J. S. (2020). 35 years of research on students’ subjective task values and motivation: a look back and a look forward. Advances in Motivation Science, 7, 161-198. https://doi.org/10.1016/bs.adms.2019.05.002
Fuente de los datos: Dialnet