CARACTERÍSTICAS NO COGNITIVAS, HABITUS Y PROGRESO DEL APRENDIZAJE DE MATEMÁTICA EN LA EDUCACIÓN GENERAL BÁSICA (EGB) DE LA PROVINCIA DE BUENOS AIRES (REPÚBLICA ARGENTINA).

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  • Additional Information
    • Subject Terms:
    • Author-Supplied Keywords:
      Academic self-concept
      Added value
      Habitus
      Learning progress
      Mathematics
      Motivation
      Multilevel analysis
      Análisis multinivel
      Autoconcepto académico
      Matemática
      Motivación
      Progreso de aprendizaje
      Valor agregado
      Language of Keywords: English; Spanish
    • Abstract:
      The project examines the relationship between achievement, motivation and academic self-concept connected to Mathematics, related to the effect of academic and socioeconomic characteristics of both student and school. The study analyzes the results of two standardized Mathematics tests applied to students in General Basic Education of the Province of Buenos Aires (República Argentina) at two different stages (7th and 9th years), adopting the added value approach to learning progress. The structure of the data and the purpose of measuring the contextual effect of each school or group of students require adopting a multi-level strategy for statistical analysis. From a theoretical point of view, this study is an empirical proof of the hypothesis on habitus-determination (Bourdieu, 1977, 1988, 1989) in relation to both achievement and learning progress in Mathematics. The main components of the student's habitus, which are analyzed here, are self-concept and academic motivation. One relevant result of this study is that students' academic self-concept is significantly and positively associated to differences in learning achievement among students and schools. The higher the self-concept, the higher the achievement in Mathematics. Inter-school variations reflect the grade of institutional segmentation or school habitus. As to attitudes towards Mathematics at the initial stage (7th year) it was possible to explain 65.4% and 24.3% of the variation intra-school and inter-school, respectively, in the final academic achievement or learning progress at the final stage (9th year). Although the effect of self-concept overlaps with that of socioeconomic level and gender, its incidence is important. The stronger that attitude is, the stronger the progress of the student's later learning. The rate of students' progress increases with a more favourable social origin or male gender. The contextual analysis also allowed contrasting some hypothesis of this field of study. The initial achievement average (7th year) of students impacts positively on their subsequent progress average: the higher their initial level of achievement, the faster their later progress. This inference, however, did not obtain when the socioeconomic context of the school was included in the analysis. These results confirm the central hypotheses of reproduction theory. Although statistically significant, the characteristic effect of individual self-concept upon academic achievement and learning progress is very weak when students' social origin is taken into account. The school doesn't seem to promote the increase of individual deviations from a certain state of probabilities that are objectively granted by society to the student. The school aggregation of individual habitus merely overlaps and accompanies the explanation provided by the socioeconomic composition of the school. Differences in internal institutional processes of schools influenced by various dimensions, such as curricular goals, an organizational style of management, the culture and capabilities of educators and administrators, if they exist, cannot account for the differences and inequalities in the learning progress of students. Results illustrate the rationality of the educational system in secondary basic education. At the same time, they suggest paths whereby transformations could take place. Aspects of the cultivated habitus, affective or non-cognitive dimensions as academic self-concept, are relevant to understand the level of achievement and learning progress. The challenge for the system of education is to promote them beyond social, cultural and economic factors. [ABSTRACT FROM AUTHOR]
    • Abstract:
      En el estudio que se informa se investigaron las relaciones entre progreso de aprendizaje (valor agregado), motivación y autoconcepto académico del alumno en Matemática, en el marco de los efectos de las características socioeconómicas y académicas del alumno y de su escuela. Para la medición del valor agregado se utilizaron los resultados de dos pruebas estandarizadas de Matemática aplicadas a una cohorte de alumnos de la Provincia de Buenos Aires (República Argentina) en dos momentos diferentes (séptimo y noveno años de Educación General Básica - EGB). Las mediciones de motivación y de autoconcepto se basaron en respuestas a ítemes binarios de actitudes con respecto a Matemática y fueron definidas utilizando el análisis de la componente principal, a partir de la matriz de correlación tetracórica (método heurístico). Para el análisis de las correlaciones se utilizó la técnica estadística de modelos multinivel. El presente estudio relaciona los resultados empíricos con la teoría del habitus de Bourdieu. Inicialmente, el autoconcepto resulta significativa y positivamente asociado con el puntaje en la prueba y con el progreso de aprendizaje posterior. Este efecto continúa siendo significativo aun cuando se controlan los efectos del nivel socioeconómico y del género del alumno. Sin embargo, su capacidad explicativa es muy tenue desde el punto de vista práctico. Si bien este resultado confirmaría la hipótesis central de la teoría de la reproducción, indica un sendero a través del cual podrían producirse transformaciones. Uno de los desafíos del sistema educativo es promover el habitus escolar cultivado (autoconcepto) más allá de las determinaciones sociales, culturales y económicas. [ABSTRACT FROM AUTHOR]
    • Abstract:
      Copyright of Interdisciplinaria: Revista de Psicología y Ciencias Afines is the property of Centro Interamericano de Investigaciones Psicologicas y Ciencias Afines (CIIPCA) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
    • Author Affiliations:
      1Magister en Administración Educacional. Profesor Titular en el Area de Educación de la Universidad Nacional de Quilmes (UNQ)
      2Magister en Sociología y Licenciado en Psicología. Profesor Asociado de Psicología Social de la Universidad Nacional de Quilmes (UNQ)
    • ISSN:
      0325-8203
    • Accession Number:
      36235046
  • Citations
    • ABNT:
      CERVINI, R. A.; GOSENDE, E. Características No Cognitivas, Habitus Y Progreso Del Aprendizaje De Matemática en La Educación General Básica (Egb) De La Provincia De Buenos Aires (República Argentina). Interdisciplinaria: Revista de Psicología y Ciencias Afines, [s. l.], v. 25, n. 2, p. 143–179, 2008. Disponível em: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=asn&AN=36235046&custid=s8280428. Acesso em: 9 dez. 2019.
    • AMA:
      CERVINI RA, GOSENDE E. Características No Cognitivas, Habitus Y Progreso Del Aprendizaje De Matemática en La Educación General Básica (Egb) De La Provincia De Buenos Aires (República Argentina). Interdisciplinaria: Revista de Psicología y Ciencias Afines. 2008;25(2):143-179. http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=asn&AN=36235046&custid=s8280428. Accessed December 9, 2019.
    • APA:
      CERVINI, R. A., & GOSENDE, E. (2008). Características No Cognitivas, Habitus Y Progreso Del Aprendizaje De Matemática en La Educación General Básica (Egb) De La Provincia De Buenos Aires (República Argentina). Interdisciplinaria: Revista de Psicología y Ciencias Afines, 25(2), 143–179. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=asn&AN=36235046&custid=s8280428
    • Chicago/Turabian: Author-Date:
      CERVINI, RUBÉN ALBERTO, and EDUARDO GOSENDE. 2008. “Características No Cognitivas, Habitus Y Progreso Del Aprendizaje De Matemática En La Educación General Básica (Egb) De La Provincia De Buenos Aires (República Argentina).” Interdisciplinaria: Revista de Psicología y Ciencias Afines 25 (2): 143–79. http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=asn&AN=36235046&custid=s8280428.
    • Harvard:
      CERVINI, R. A. and GOSENDE, E. (2008) ‘Características No Cognitivas, Habitus Y Progreso Del Aprendizaje De Matemática en La Educación General Básica (Egb) De La Provincia De Buenos Aires (República Argentina)’, Interdisciplinaria: Revista de Psicología y Ciencias Afines, 25(2), pp. 143–179. Available at: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=asn&AN=36235046&custid=s8280428 (Accessed: 9 December 2019).
    • Harvard: Australian:
      CERVINI, RA & GOSENDE, E 2008, ‘Características No Cognitivas, Habitus Y Progreso Del Aprendizaje De Matemática en La Educación General Básica (Egb) De La Provincia De Buenos Aires (República Argentina)’, Interdisciplinaria: Revista de Psicología y Ciencias Afines, vol. 25, no. 2, pp. 143–179, viewed 9 December 2019, .
    • MLA:
      CERVINI, RUBÉN ALBERTO, and EDUARDO GOSENDE. “Características No Cognitivas, Habitus Y Progreso Del Aprendizaje De Matemática En La Educación General Básica (Egb) De La Provincia De Buenos Aires (República Argentina).” Interdisciplinaria: Revista de Psicología y Ciencias Afines, vol. 25, no. 2, Dec. 2008, pp. 143–179. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=asn&AN=36235046&custid=s8280428.
    • Chicago/Turabian: Humanities:
      CERVINI, RUBÉN ALBERTO, and EDUARDO GOSENDE. “Características No Cognitivas, Habitus Y Progreso Del Aprendizaje De Matemática En La Educación General Básica (Egb) De La Provincia De Buenos Aires (República Argentina).” Interdisciplinaria: Revista de Psicología y Ciencias Afines 25, no. 2 (December 2008): 143–79. http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=asn&AN=36235046&custid=s8280428.
    • Vancouver/ICMJE:
      CERVINI RA, GOSENDE E. Características No Cognitivas, Habitus Y Progreso Del Aprendizaje De Matemática en La Educación General Básica (Egb) De La Provincia De Buenos Aires (República Argentina). Interdisciplinaria: Revista de Psicología y Ciencias Afines [Internet]. 2008 Dec [cited 2019 Dec 9];25(2):143–79. Available from: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=asn&AN=36235046&custid=s8280428