Performance and well-being of native and immigrant students. Comparative analysis based on PISA 2018.

INTRODUCTION: The emotional, cultural, and economic changes involved in the process of coping with migration can be particularly difficult during adolescence. How education systems respond to the challenges posed by the flow of immigration has profound implications for society. One of the ways that students can demonstrate their adaptation to the education system is by their academic performance. In addition, in many education systems well-being has been shown to be directly related to performance. Therefore, this study aims at examine the differences between native and immigrant students in mathematics and science skills, and in well-being indicators evaluated in PISA 2018. METHOD: We performed multivariate analysis of variance (MANOVA) based on the results of PISA 2018 evaluation, obtained from the official OECD database. The sample was 7099 Spanish students (49.5% girls; 50.5% boys), with a mean age of 15.83 years old (SD = 0.29). A little under half (42%) were native students, 35.5% were first generation-immigrant students, and 22.7% were second-generation immigrant students. RESULTS: The native students demonstrated higher levels of mathematics and science skills than the two groups of immigrant students, and had significantly higher means in positive affect, self-efficacy-resilience, and feeling of belonging at school. Although life satisfaction was no different between the immigrant and native groups, the second-generation immigrants showed higher rates of positive affect, and a greater sense of belonging to the school than the first-generation immigrants. CONCLUSIONS: We suggest future lines of research and the need to produce explanatory models that consider the complexity of migratory processes.

Variables predictoras de la inactividad sexual en las personas mayores / Predictive variables of sexual inactivity in the elderly

En las últimas décadas se han llevado a cabo varios estudios que evidencian la relevancia de la actividad sexual para la salud, el bienestar y la calidad de vida de las personas mayores. En este contexto se ubica esta investigación, que tiene por objeto conocer los factores que potencialmente pueden explicar la inactividad sexual en las poblaciones mayores. Además de los factores sociodemográficos, que tradicionalmente se han asociado a la actividad sexual, exploramos el potencial explicativo y la sensibilidad en la estimación de la inactividad sexual en el último año de las percepciones de salud y las actitudes hacia la sexualidad en una muestra de 200 sujetos de entre 62 y 91 años (M=71.30; SD=5.48). Los resultados obtenidos sugieren importantes porcentajes de varianza explica de la inactivad sexual por el modelo de regresión donde se incorporan variables sociodemográficas (R2 = .295). Nuestros resultados apuntan también, a que tanto la percepción y preocupación por la salud sexual como las consideraciones en torno a las relaciones sexuales antes del matrimonio o al sexo sin amor, explicarían la inactividad sexual de las personas mayores. Estos resultados permiten sugerir el potencial de la intervención centrada en los estereotipos y actitudes hacia la sexualidad

Extensive studies carried out in recent decades have noted the relevance of sexual activity to the health, well-being and quality of life of older people. In this context, we propose this research work that aims to know the factors that can potentially explain sexual inactivity in older populations. In addition to the sociodemographic factors that have traditionally been associated with sexual activity, we explored the explanatory potential and the sensitivity in the estimation of sexual inactivity in the last year of health perceptions and attitudes towards sexuality in a sample of 200 subjects between 62 and 91 years old (M = 71.30, SD = 5.48). The results obtained suggest important percentages of variance explained by the regression model where variables such as the existence of a partner, age and place of origin are incorporated (R2 = .295). Our results also point to the fact that, both the perception and concern for sexual health and the considerations regarding sexual relations before marriage or sex without love, would explain the sexual inactivity of the elderly. These results allow us to suggest the potential of the intervention centered on stereotypes and attitudes towards sexuality

Diferenças no envolvimento em tarefas escolares dependendo do desempenho acadêmico / Diferencias en la implicación en los deberes escolares en función del rendimiento académico / Differences in homework involvement depending on academic achievement

El objetivo de este trabajo fue comprobar si hay diferencias en la implicación en los deberes escolares en función de los distintos niveles de rendimiento académico de los estudiantes. Debido al posible efecto que pueden tener el género, curso y la motivación intrínseca, se controlaron sus efectos incorporándolas como covariables en el diseño. La muestra está integrada por 388 estudiantes de Educación Secundaria de centros públicos de A Coruña (España). Los resultados indican que, a medida que los niveles de rendimiento académico de los estudiantes sean más altos, hay un aumento progresivo en la cantidad de deberes realizados y en el aprovechamiento del tiempo. Además, otro resultado destacado es que, según los alumnos van avanzando de curso, realizan una menor cantidad de deberes de los prescritos por el profesor y aprovechan peor el tiempo que dedican a esos deberes. Todo ello debe tenerse en cuenta para la práctica educativa: una mayor motivación intrínseca implicará una mejor gestión del tiempo, una mayor cantidad de deberes realizados y, consecuentemente, un mejor rendimiento.

O objetivo deste trabalho foi verificar se existem diferenças no envolvimento em tarefas escolares dependendo dos diferentes níveis de desempenho acadêmico dos alunos. Devido ao possível efeito que gênero, curso e motivação intrínseca podem ter, seus efeitos foram controlados incorporando-os como covariáveis ​​no design. A amostra é integrada por 388 alunos do Ensino Secundário de centros públicos da Corunha (Espanha). Os resultados indicam que, como os níveis de desempenho acadêmico dos estudantes são maiores, há um aumento progressivo na quantidade de tarefas desempenhadas e no uso do tempo. Além disso, outro resultado marcante é que, de acordo com os alunos que estão avançando, naturalmente, o número de deveres feitos daqueles prescritos pelo professor diminui e também o uso que eles fazem do tempo que dedicam a eles. Tudo isso deve ser levado em consideração para a prática educacional: uma maior motivação intrínseca implicará em uma melhor gestão do tempo, maior quantidade de tarefas realizadas e, consequentemente, melhor desempenho acadêmico.

The objective of this work was to check if there are differences in homework involvement depending on the different levels of academic achievement of students. Due to the possible effect that gender, course and intrinsic motivation can have, their effects were controlled by incorporating them as covariates in the design. The sample is integrated by 388 students of Secondary Education of public centers of A Coruña (Spain). The results indicate that as the levels of academic achievement of the students are higher, there is a progressive increase in the amount of homework done and in the use of time. In addition, another outstanding result is that as the grade progresses, not only decreases the amount of homework, but also the use they make of time is becoming less and less. All this should be taken into account for the educational practice: a greater intrinsic motivation will imply a better management of time, a greater amount of homework and, consequently, a better academic achievement.

Rendimiento Previo e Implicación en los Deberes Escolares de los Estudiantes de los Últimos Cursos de Educación Primaria / Previous academic achievement and students' involvement in homework over the last years of Primary Education

Es una práctica habitual asignar el mismo número y modalidad de deberes por igual a todos los alumnos del aula. Sin embargo, lo más probable es que no todo el alumnado se encuentre en igualdad de condiciones (conocimientos previos, capacidades, motivación, etc.) para el trabajo sobre esos deberes. El rendimiento previo podría ser una variable crucial en este sentido. Por ello, el principal propósito de este trabajo es analizar la relación entre el rendimiento académico previo (variable de presagio), el tipo de enfoque de trabajo que utiliza el alumnado al realizar los deberes escolares (variable de proceso) y su implicación conductual (cantidad de deberes realizados, tiempo dedicado a los deberes y aprovechamiento del tiempo). Participaron 516 estudiantes de los tres últimos cursos de Educación Primaria. Los resultados indican que a medida que los niveles de rendimiento académico son más altos hay un aumento progresivo en la cantidad de deberes realizados y en el aprovechamiento de ese tiempo y una menor utilización del enfoque superficial. Según van avanzando los estudiantes de curso, se produce un aumento progresivo del tiempo que dedican y, sin embargo, el aprovechamiento de ese tiempo va siendo cada vez menor. El tipo de enfoque que utilizan para afrontar los deberes a medida que avanza el alumnado de curso tiende a ser cada vez menos profundo

It is a common practice to prescribe the same type and amount of homework to all students in the classroom. However, it is very likely that not all students will be in equal conditions to work on homework (previous knowledge, skills, motivation, etc.). Previous academic achievement could be a crucial variable in this regard. Therefore, the main purpose of this work is to analyze the relationship between previous academic achievement (presage variable), the type of work approach used by students when performing homework (process variable), and their behavioral engagement (amount of homework done, time dedicated, and use of time). The sample consists of 516 students of the last three years of Primary Education. The results indicate that as the levels of academic achievement are higher, there is a progressive increase in the amount of homework done and in the use of that time. They also indicate less use of the surface approach. As students progress, a progressive increase in time spent occurs. However, the use they make of that time is decreasing. The type of approach they use in homework as they increase in grade tends to be less deep

Individual Precursors of Student Homework Behavioral Engagement: The Role of Intrinsic Motivation, Perceived Homework Utility and Homework Attitude.

Currently, the concept of engagement is crucial in the field of learning and school achievement. It is a multidimensional concept (e.g., behavioral, emotional, and cognitive dimensions) that has been widely used as a theoretical framework to explain the processes of school engagement and dropout. However, this conceptual framework has been scarcely used in the field of homework. The aim of the present study was to analyze the role of intrinsic motivation, perceived homework utility, and personal homework attitude as precursors of student homework engagement (behavioral engagement) and, at the same time, how such engagement is the precursor of academic achievement. Seven hundred and thirty students of Compulsory Secondary Education (CSE) (7th to 10th grade) from fourteen schools northern Spain participated. A structural equation model was elaborated on which intrinsic motivation, perceived utility and attitude were observed variables, and student engagement (time spent on homework, time management, and amount of teacher-assigned homework done) and academic achievement (Mathematics, Spanish Language, English Language, and Social Science) were latent variables. The results reveal that (i) intrinsic motivation is a powerful precursor of student behavioral engagement (also perceived utility and attitude, although to a lesser extent), and (ii) academic achievement is closely linked to the level of student engagement, qualifying the results of many of the previous studies conducted from a task-centered perspective (as opposed to a person-centered perspective).

The Role of Prior Achievement as an Antecedent to Student Homework Engagement.

The benefits of homework on student learning and academic achievement, to a large extent, depend on the degree of student engagement. Motivational engagement (my intention or why I do the homework), cognitive engagement (how I get involved in homework), and behavioral engagement (how much homework I do, how much time I devote to it, how I manage that time) are key aspects that condition the quality of the process of doing homework, learning, and academic achievement. Prior academic achievement is one of the variables that seems to be positively related to student engagement (both due its motivational component and to the training to do homework). The main purpose of this work was to study in detail this relationship in students of the last stage of Primary Education (N = 516). The results showed that (i) as achievement levels rise, the use of a shallow focus to doing homework decreases (and the use of a deep approach increases); (ii) there is also a progressive increase in the amount of homework done and in the management of the time dedicated to homework. On another hand, as in previous research, (iii) no relationship was observed between the levels of prior achievement and the amount of time spent doing homework.

Gender Differences in Mathematics Motivation: Differential Effects on Performance in Primary Education.

In addition to attempting to verify gender differences, this study aims to examine the explanatory potential of boys' and girls' attitudes toward mathematics on their performance. The sample comprised 897 students in the 5th and 6th years of primary education (450 boys and 447 girls). The results confirm what previous research has suggested, that girls tended to exhibit less positive attitudes about mathematics than their male classmates, in particular lower motivation, worse perception of competence, and higher rates of anxiety, although in all cases the effect sizes were small. Even though there no significant gender differences in academic performance, as expected, the explanatory power of attitudes toward mathematics was clearly more significant in boys than in girls (R 2 = 0.194 and R 2 = 0.103, respectively). The results of the regression analysis for each sample reinforce the well-known positive impact of perceived self-efficacy on mathematics performance and introduce the effect of achievement emotions of academic performance. Test anxiety in mathematics seems to only have a negative effect on boys' grades, as this variable does not appear in the regression equation when explaining girls' performance. In the light of control-value theory, we discuss the contingency of perceived competence and its involvement in anxiety and academic performance. Boys' results could be affected by the levels of anxiety inasmuch as they tend to be confident in their abilities, motivated to stand out, and interested in mathematics. Whereas despite girls reporting high rates of anxiety, what may have a negative impact on their results might have more to do with a higher value placed on mathematics, as their perception of control may be low.

An explanatory model of maths achievement: perceived parental involvement and academic motivation / Un modelo explicativo del rendimiento en matemáticas: percepción de la implicación parental y motivación académica

BACKGROUND: Although numerous studies have tried to explain performance in maths very few have deeply explored the relationship between different variables and how they jointly explain mathematical performance. METHOD: With a sample of 897 students in 5th and 6th grade in Primary Education and using structural equation modeling (SEM), this study analyzes how the perception of parents' beliefs is related to children's beliefs, their involvement in mathematical tasks and their performance. RESULTS: Perceived parental involvement contributes to the motivation of their children in mathematics. Direct supervision of students' academic work by parents may increase students' concerns about the image and rating of their children, but not their academic performance. In fact, maths achievement depends directly and positively on the parents' expectations and children's maths self-efficacy and negatively on the parents' help in tasks and performance goal orientation. CONCLUSIONS: Perceived parental involvement contributes to children's motivation in maths essentially conveying confidence in their abilities and showing interest in their progress and schoolwork

ANTECEDENTES: aunque numerosos estudios han tratado de explicar el rendimiento en matemáticas muy pocos han profundizado en la relación existente entre las diferentes variables que pueden explicar el rendimiento matemático, tomadas conjuntamente. MÉTODO: 897 estudiantes de 5º y 6º de Primaria y empleando análisis de ecuaciones estructurales se analizó cómo la percepción de las creencias de los padres se relaciona con las creencias de los hijos, su implicación en las tareas matemáticas y su rendimiento. RESULTADOS: la percepción de la implicación parental contribuye a la motivación de sus hijos. La supervisión directa del trabajo académico de los estudiantes por parte los padres podría aumentar la preocupación de estos por la imagen y las calificaciones de sus hijos, pero esto no incrementa el rendimiento académico de los estudiantes. El rendimiento dependería directa y positivamente de las expectativas de los padres y la autoeficacia matemática de los estudiantes y negativamente de la ayuda de los padres en las tareas y de la orientación hacia metas de rendimiento. CONCLUSIONES: la percepción de implicación parental percibida contribuye a la motivación de los niños en matemáticas, transmitiendo confianza en sus habilidades y mostrando interés en su progreso y trabajo escolar

An explanatory model of maths achievement:Perceived parental involvement and academic motivation.

BACKGROUND: Although numerous studies have tried to explain performance in maths very few have deeply explored the relationship between different variables and how they jointly explain mathematical performance. METHOD: With a sample of 897 students in 5th and 6th grade in Primary Education and using structural equation modeling (SEM), this study analyzes how the perception of parents’ beliefs is related to children´s beliefs, their involvement in mathematical tasks and their performance. RESULTS: Perceived parental involvement contributes to the motivation of their children in mathematics. Direct supervision of students’ academic work by parents may increase students’ concerns about the image and rating of their children, but not their academic performance. In fact, maths achievement depends directly and positively on the parents’ expectations and children’s maths self-efficacy and negatively on the parents’ help in tasks and performance goal orientation. CONCLUSIONS: Perceived parental involvement contributes to children’s motivation in maths essentially conveying confidence in their abilities and showing interest in their progress and schoolwork.