Determining factors of school failure in Spain: A socio-educational analysis of knowledge production
Objective: this research analyzes the factors that determine school failure in Spain, based on the “Encuesta Social de 2010: Educación y hogares en Andalucía”. From which, we use a representative sample of 5032 cases. Originality/contribution: School failure is a current topic of great interest in s...
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| Format: | Online |
| Language: | spa |
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Sociedad de Historia de la Educación Latinoamericana y la Universidad Pedagógica y Tecnológica de Colombia
2022
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| Subjects: | |
| Online Access: | https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/14718 |
| _version_ | 1801706226467209216 |
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| author | Moles-López, Elisabet Añaños, Fanny T- Burgos Jiménez, Rubén J. |
| author_facet | Moles-López, Elisabet Añaños, Fanny T- Burgos Jiménez, Rubén J. |
| author_sort | Moles-López, Elisabet |
| collection | OJS |
| description | Objective: this research analyzes the factors that determine school failure in Spain, based on the “Encuesta Social de 2010: Educación y hogares en Andalucía”. From which, we use a representative sample of 5032 cases.
Originality/contribution: School failure is a current topic of great interest in socio-educational research, as well as a priority objective to be addressed in the agenda of the European Union due to the high rates registered in recent years.
Method: it is based on a systematic documentary analysis from a quantitative approach.
Strategies/information collection: by exploiting secondary data from the survey, we make inference with the current situation using two binary logistic regression models by age cohorts.
The results show a gender gap in the probability of school failure. Women show a lower risk. The socio-family level indicates that the importance parents/tutors give to education is not a factor related to school failure. However, parental control on secondary education studies decreases its probability. The socioeconomic status of the family appears as an incident factor.
Conclusions: The findings highlight the need for adequacy and updating of data on the factors that determine school failure from a socio-educational and gender perspective. This would allow a socio-educational intervention and the creation of educational-social policies coherent with the social reality, which attend to the specific characteristics and conditions of the student body, to prevent school failure, promote integral development and social integration. |
| format | Online |
| id | oai:oai.revistas.uptc.edu.co:article-14718 |
| institution | Revista Historia de la Educación Latinoamericana |
| language | spa |
| publishDate | 2022 |
| publisher | Sociedad de Historia de la Educación Latinoamericana y la Universidad Pedagógica y Tecnológica de Colombia |
| record_format | ojs |
| spelling | oai:oai.revistas.uptc.edu.co:article-147182023-09-06T16:11:49Z Determining factors of school failure in Spain: A socio-educational analysis of knowledge production Factores determinantes el fracaso escolar en España: un análisis socioeducativo de la producción de conocimiento Determinação do insucesso escolar em Espanha: uma análise socioedelecta da produção de conhecimento Moles-López, Elisabet Añaños, Fanny T- Burgos Jiménez, Rubén J. School failure school dropout risk factors protective factors school social education academic achievement fracaso escolar abandono escolar factores de riesgo factores de protección educación social escolar rendimiento educativo Insucesso escolar abandono escolar fatores de risco fatores de proteção educação social escolar desempenho educativo Objective: this research analyzes the factors that determine school failure in Spain, based on the “Encuesta Social de 2010: Educación y hogares en Andalucía”. From which, we use a representative sample of 5032 cases. Originality/contribution: School failure is a current topic of great interest in socio-educational research, as well as a priority objective to be addressed in the agenda of the European Union due to the high rates registered in recent years. Method: it is based on a systematic documentary analysis from a quantitative approach. Strategies/information collection: by exploiting secondary data from the survey, we make inference with the current situation using two binary logistic regression models by age cohorts. The results show a gender gap in the probability of school failure. Women show a lower risk. The socio-family level indicates that the importance parents/tutors give to education is not a factor related to school failure. However, parental control on secondary education studies decreases its probability. The socioeconomic status of the family appears as an incident factor. Conclusions: The findings highlight the need for adequacy and updating of data on the factors that determine school failure from a socio-educational and gender perspective. This would allow a socio-educational intervention and the creation of educational-social policies coherent with the social reality, which attend to the specific characteristics and conditions of the student body, to prevent school failure, promote integral development and social integration. Objetivo: La presente investigación analiza los factores que determinan el fracaso escolar en España, utilizando la “Encuesta Social 2010: Educación y Hogares en Andalucía”[1], mediante una muestra de 5032 casos, de gran representatividad. Originalidad/aporte: El fracaso escolar es un tema de sumo interés socioeducativo en las investigaciones actuales, así como un objetivo prioritario de actuación para la Unión Europea debido a las altas tasas registradas en los últimos años. Método: Parte de un análisis sistematizado documental desde un enfoque cuantitativo. Estrategias/recolección de información: Se realiza una explotación de datos secundarios de la encuesta, haciendo inferencia con la situación actual mediante dos modelos de regresión logística binaria para las cohortes de edad. Los resultados muestran una brecha de sexo en la probabilidad de fracaso escolar, ya que las mujeres obtienen menor riesgo. El nivel sociofamiliar indica que la importancia que otorgan los padres/madres/tutores a la educación no es un factor que influye en el fracaso escolar; sin embargo, el control parental hacia los estudios de educación secundaria disminuye su probabilidad. El nivel socioeconómico familiar representa un factor prioritario que interviene en la probabilidad de que se produzca. Conclusiones: Los hallazgos realzan la necesidad de adecuación y actualización de los datos sobre los factores que determinan el fracaso escolar desde una perspectiva socioeducativa y de género, de modo que permitan una intervención socioeducativa y la aplicación de políticas educativas-sociales coherentes con la realidad social, atendiendo a las características y condiciones específicas del alumnado, a fin de ejercer acciones de prevención, fomentar el desarrollo integral e integración social. [1] Instituto de Estadística y Cartografía de Andalucía (IECA), “Encuesta Social 2010. Educación y Hogares en Andalucía”, Servicio de Difusión y Publicaciones. Objetivo: Esta pesquisa analisa os fatores que determinam o fracasso escolar na Espanha, usando o “Encuesta Social de 2010: Educación y hogares en Andalucía”, através de uma amostra de 5.032 casos, sendo altamente representativo. Originalidade/contribuição: O insucesso escolar é um tema de grande interesse socioeducativo na investigação atual, bem como um objetivo de ação prioritário para a União Europeia devido às elevadas taxas registadas nos últimos anos. Método: Parte de uma análise documental sistemática a partir de uma abordagem quantitativa. Estratégias/coleta de informações: É realizada uma exploração de dados secundários da pesquisa, fazendo inferência com a situação atual por meio de dois modelos de regressão logística binária para as coortes de idade. Os resultados mostram uma lacuna de gênero na probabilidade de reprovação escolar, uma vez que as mulheres apresentam menor risco. O nível sociofamiliar indica que a importância que os pais/responsáveis dão à educação não é um fator que influencia o insucesso escolar; no entanto, o controle dos pais em relação aos estudos do ensino médio diminui sua probabilidade. O nível socioeconômico familiar representa um fator prioritário, influenciando a probabilidade de sua ocorrência. Conclusões: Os resultados evidenciam a necessidade de adaptar e atualizar os dados sobre os fatores que determinam o insucesso escolar numa perspetiva socioeducativa e de género, o que permite uma intervenção socioeducativa e políticas educativo-sociais coerentes com a realidade social, tendo em conta as características e condições específicas dos alunos, a fim de preveni-lo, promover o desenvolvimento integral e a integração social. Sociedad de Historia de la Educación Latinoamericana y la Universidad Pedagógica y Tecnológica de Colombia 2022-01-15 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/14718 10.19053/01227238.14718 Revista Historia de la Educación Latinoamericana; Vol. 24 No. 38 (2022): Adela Speretti (1865-1902); 265-292 Revista Historia de la Educación Latinoamericana; Vol. 24 Núm. 38 (2022): Adela Speretti (1865-1902); 265-292 2256-5248 0122-7238 spa https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/14718/11989 Copyright (c) 2022 REVISTA HISTORIA DE LA EDUCACIÓN LATINOAMERICANA https://creativecommons.org/licenses/by-nc-nd/4.0 |
| spellingShingle | School failure school dropout risk factors protective factors school social education academic achievement fracaso escolar abandono escolar factores de riesgo factores de protección educación social escolar rendimiento educativo Insucesso escolar abandono escolar fatores de risco fatores de proteção educação social escolar desempenho educativo Moles-López, Elisabet Añaños, Fanny T- Burgos Jiménez, Rubén J. Determining factors of school failure in Spain: A socio-educational analysis of knowledge production |
| title | Determining factors of school failure in Spain: A socio-educational analysis of knowledge production |
| title_alt | Factores determinantes el fracaso escolar en España: un análisis socioeducativo de la producción de conocimiento Determinação do insucesso escolar em Espanha: uma análise socioedelecta da produção de conhecimento |
| title_full | Determining factors of school failure in Spain: A socio-educational analysis of knowledge production |
| title_fullStr | Determining factors of school failure in Spain: A socio-educational analysis of knowledge production |
| title_full_unstemmed | Determining factors of school failure in Spain: A socio-educational analysis of knowledge production |
| title_short | Determining factors of school failure in Spain: A socio-educational analysis of knowledge production |
| title_sort | determining factors of school failure in spain a socio educational analysis of knowledge production |
| topic | School failure school dropout risk factors protective factors school social education academic achievement fracaso escolar abandono escolar factores de riesgo factores de protección educación social escolar rendimiento educativo Insucesso escolar abandono escolar fatores de risco fatores de proteção educação social escolar desempenho educativo |
| topic_facet | School failure school dropout risk factors protective factors school social education academic achievement fracaso escolar abandono escolar factores de riesgo factores de protección educación social escolar rendimiento educativo Insucesso escolar abandono escolar fatores de risco fatores de proteção educação social escolar desempenho educativo |
| url | https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/14718 |
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