Antoni Cerdà-Navarro e-mail(Inicie sesión) , Inmaculada Sureda-García e-mail(Inicie sesión) , Francesca Salvà-Mut e-mail(Inicie sesión)

Contenido principal del artículo

Autores/as

Antoni Cerdà-Navarro e-mail(Inicie sesión)
Inmaculada Sureda-García e-mail(Inicie sesión)
Francesca Salvà-Mut e-mail(Inicie sesión)

Resumen

244

Este artículo analiza la intención de abandono y el abandono durante el primer curso de Formación Profesional de Grado Medio (FPGM) en función de siete factores relacionados con el concepto de implicación del estudiante (IE) o student engagement (SE). Los datos analizados provienen de un cuestionario basado en el concepto de IE aplicado a una muestra de 1.030 estudiantes matriculados en el primer curso FPGM. Respecto a la intención de abandono, las perspectivas profesionales fueron el factor con mayor peso predictivo. Respecto al abandono durante el primer curso, los factores con mayor peso fueron las relaciones con el profesorado y la implicación en el trabajo escolar. Los resultados sugieren que las perspectivas profesionales son muy importantes para vincular al estudiante con la profesión estudiada, pero es necesario que éstas se complementen con implicación en las tareas escolares y buenas relaciones con el profesorado para reducir el riesgo de abandono. La importancia del artículo reside en la escasez de trabajos empíricos focalizados en el abandono que se produce en FPGM y en su utilidad para fundamentar intervenciones dirigidas a reducir el abandono.

Palabras clave

Formación Profesional, Abandono Educativo Temprano, Implicación del Estudiante

Referencias

Alonso-Carmona, C. (2014). Familia, escuela y clase social: Sobre los efectos perversos de la implicación familiar. Revista de la Asociación de Sociología de la Educación, 7(2), 395-409.

Appleton, J. J. (2012). Systems consultation: Developing the assessment-to-intervention link with the Student Engagement Instrument. En S.L. Christenson, A. L. Reschly y C. Wylie (Eds.), Handbook of Research on Student Engagement (pp. 725-742). Nueva York: Springer.

Appleton, J. J. y Silberglitt, B. (2019). Student Engagement Instrument as a tool to support the link between assessment and intervention: A comparison of implementations in two districts. En J. A. Fredricks, A. L. Reschly y S. L. Christenson (Eds.), Handbook of Student Engagement Interventions (pp. 325- 343). San Diego: Academic Press.

Appleton, J. J., Christenson, S. L. y Furlong, M. J. (2008). Student engagement with school: Critical conceptual and methodological issues of the construct. Psychology in the Schools, 45(5), 369-386.

Appleton, J. J., Christenson, S. L., Kim, D. y Reschly, A. L. (2006). Measuring cognitive and psychological engagement: Validation of the Student Engagement Instrument. Journal of School Psychology, 44, 427-445.

Archambault, I., Janosz, M., Morizot, J. y Pagani, L. (2009). Adolescent behavioral, affective, and cognitive engagement in school: Relationship to dropout. Journal of School Health, 79(9), 408-415.

Beaton, A. M. y Beaton, A. (2019). Building an engaging community: Practices and interventions that support students in schools. En J. A. Fredricks, A. L. Reschly y S. L. Christenson (Eds.), Handbook of Student Engagement Interventions: Working with Disengaged Students (pp. 345-358). San Diego: Academic Press.

Bruin, M. y Ohna, S. E. (2013). Alternative courses in upper secondary vocational education and training: Students’ narratives on hopes and failures. International Journal of Inclusive Education, 17(10), 1089-1105.

Cedefop (2016). Leaving education early: Putting vocational education and training centre stage. Volume I: Investigating causes and extent. Publications Offi ce of the European Union. https://www.cedefop.europa.eu/en/publications-andresources/publications/5557

Cerdà-Navarro, A. (2019). Abandono educativo temprano en la formación profesional de grado medio (Tesis doctoral, Universitat de les Illes Balears). http://hdl.handle.net/11201/150351

Cerdà-Navarro, A., Salvà-Mut, F. y Comas-Forgas, R. (2019). A typology of students in intermediate vocational education and training programmes based on student engagement factors, sociodemographic characteristics and intentions of dropping out. European Journal of Education, 54(4), 635-650.

Cerdà-Navarro, A., Salvà-Mut, F., Comas-Forgas, R. y Morey-López, M. (2020). Natives and immigrants enrolled in Spanish intermediate vocational education and training: A comparative study. Research in Post-compulsory Education. En prensa.

Cerdà-Navarro, A., Sureda-Negre, J. y Comas-Forgas, R. (2017). Recommendations for confronting vocational education dropout: A literature review. Empirical Research in Vocational Education & Training, 9(17).

Cham, H., Hughes, J. N., West, S. G. e Im, M. H. (2014). Assessment of adolescents’ motivation for educational attainment. Psychological Assessment, 26(2), 642-659.

Christenson, S. L., Reschly, A. L. y Wylie, C. (Eds.) (2012). Handbook of Research on Student Engagement. Nueva York: Springer.

Colón, Y. y Sánchez, B. (2010). Explaining the gender disparity in Latino youth’s education: Acculturation and economic value of education. Urban Education, 45(3), 252-273.

Comisión Europea (2009). Conclusiones del Consejo de 12 de mayo de 2009 sobre un marco estratégico para la cooperación europea en el ámbito de la educación y la formación («ET 2020»). Diario Ofi cial de la Unión Europea, serie C, nº129/2, de 28 de mayo de 2009.

de Witte, K., Cabus, S., Thyssen, G., Groot, W. y van den Brink, U. M. (2013). A critical review of the literature on school dropout. Educational Research Review, 10, 13-28.

den Brok, P., Brekelmans, M. y Wubbels, T. (2004). Interpersonal teacher behaviour and student outcomes. School Effectiveness and School Improvement, 15(3- 4), 407-442.

Diamond, M. (2007). Vocational students’ engagement and career objectives: Assessment of engagement processes in new vocational students (Doctoral dissertation, University of Pittsburgh). http://d-scholarship.pitt.edu/7054/

Eccles, J. S. (2005). Subjective task value and the Eccles et al. model of achievement- related choices. En A. J. Eliott y C. S. Dweck (Eds.), Handbook of Competence and Motivation (pp. 105-121). Nueva York: Guilford Press.

Eccles, J. S., O’Neill, S. A. y Wigfi eld, A. (2005). Ability self-perceptions and subjective task values in adolescents and children. En K. A. Moore y L. H. Lippman (Eds.), What do Children Need to Flourish? Conceptualizing and Measuring Indicators of Positive Development (pp. 237-249). Nueva York: Springer.

Eizagirre-Sagardia, A., Altuna-Urdin, J. y Fernández-Fernández, I. (2017). Prácticas de éxito en el desarrollo de competencias transversales en centros de Formación Profesional del País Vasco. Revista Española de Pedagogía, 75(267), 293-308.

Elffers, L. (2012). One foot out the school door? Interpreting the risk for dropout upon the transition to post-secondary vocational education. British Journal of Sociology of Education, 33(1), 41-61.

Elffers, L. (2013). Staying on track: Behavioral engagement of at-risk and nonat- risk students in post-secondary vocational education. European Journal of Psychology of Education, 28(2), 545-562.

Elffers, L., Oort, F. J. y Karsten, S. (2012). Making the connection: The role of social and academic school experiences in students’ emotional engagement with school in post-secondary vocational education. Learning and Individual Differences, 22(2), 242-250.

Fall, A. M. y Roberts, G. (2012). High school dropouts: Interactions between social context, self-perceptions, school engagement, and student dropout. Journal of Adolescence, 35(4), 787-798.

Fernández-Enguita, M., Mena-Martínez, L. y Rivière-Gómez, J. (2010). Fracaso y abandono escolar en España. Barcelona: Fundación “La Caixa”.

Finn, J. D. (2006). The adult lives of at-risk students: The roles of attainment and engagement in high school. Washington: National Center for Education Statistics, U.S. Department of Education.

Fredricks, J., McColskey, W., Meli, J., Mordica, J., Montrosse, B. y Mooney, K. (2011). Measuring student engagement in upper elementary through high school: A description of 21 instruments. National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southeast, U.S. Department of Education.

Fredricks, J. A., Blumenfeld, P. C. y Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59-109.

Fredricks, J. F., Filsecker, M. y Lawson, M. A (2016). Student engagement, context, and adjustment: Addressing defi nitional, measurement, and methodological issues. Learning and Instruction, 43, 1-4.

García-Gràcia, M. y Sánchez-Gelabert, A. (2020). La heterogeneidad del abandono educativo en las transiciones posobligatorias. Itinerarios y subjetividad de la experiencia escolar. Papers, 105(2), 235-257.

Grønborg, L. (2013). Scaring the students away? Institutional selection through assessment practices in the Danish vocational and educational training system. Journal of Vocational Education & Training, 65(4), 507-524.

Haick, D. J. (2010). Promoting school engagement: A case study of two career academies (Doctoral dissertation, D’Youville College). ProQuest Dissertations Publishing. https://bit.ly/3cnEeQl

Hofkens, T. L. y Ruzek, E. (2019). Measuring student engagement to inform effective interventions in schools. En J. A. Fredricks, A. L. Reschly y S. L. Christenson (Eds.), Handbook of Student Engagement Interventions: Working with Disengaged Students (pp. 309-324). San Diego: Academic Press.

Hovdhaugen E., Kottmann, A. y Thomas, L. (2015). Dropout and completion in higher education in Europe. Luxemburgo: Publications Offi ce of the European Union.

Hughes, J. N. y Cao, Q. (2018). Trajectories of teacher-student warmth and confl ict at the transition to middle school: Effects on academic engagement and achievement. Journal of School Psychology, 67, 148-162.

Janosz, M., Archambault, I., Lacroix, M. y Lévesque, J. (2007). Trousse d’évaluation des décrocheurs potentiels (TEDP): Manuel d’utilisation. Groupe de recherche sur les environnements scolaires. Montreal: Université de Montréal.

Jäppinen, A. K. (2010). Preventing early leaving in VET: Distributed pedagogical leadership in characterising fi ve types of successful organisations. Journal of Vocational Education and Training, 62(3), 297-312.

Jimerson, S. R., Campos, E. y Greif, J. L. (2003). Toward an understanding of defi nitions and measures of school engagement and related terms. Contemporary School Psychology, 8(1), 7-27.

Jonasson, C. (2012). Teachers and students’ divergent perceptions of student engagement: Recognition of school or workplace goals. British Journal of Sociology of Education, 33(5), 723-741.

Jonker, E. F. (2006). School hurts: Refrains of hurt and hopelessness in stories about dropping out at a vocational school for care work. Journal of Education and Work, 19(2), 121-140.

Klotz, V. K., Billett, S. y Winther, E. (2014). Promoting workforce excellence: Formation and relevance of vocational identity for vocational educational training. Empirical Research in Vocational Education and Training, 6(6), 1-20.

Lannegrand, L., Cosnefroy, O. y Lecigne, A. (2012). Prediction of various degrees of vocational secondary school absenteeism: Importance of the organization of the educational system. School Psychology International, 33(3), 294-307.

Lawson, M. A. y Lawson, H. A. (2013). New conceptual frameworks for student engagement research, policy, and practice. Review of Educational Research, 83(3), 432-479.

Legault, L., Green-Demers, I. y Pelletier, L. (2006). Why do high school students lack motivation in the classroom? Toward an understanding of academic amotivation and the role of social support. Journal of Educational Psychology, 98(3), 567-582.

Lei, H., Cui, Y. y Zhou, W. (2018). Relationships between student engagement and academic achievement: A meta-analysis. Social Behavior and Personality: An International Journal, 46(3), 517-528.

Lietaert, S., Roorda, D., Laevers, F., Verschueren, K. y de Fraine, B. (2015). The gender gap in student engagement: The role of teachers’ autonomy support, structure, and involvement. British Journal of Educational Psychology, 85(4), 498-518.

Marhuenda-Fluixà, F. (Ed.) (2019). The School-Based Vocational Education and Training System in Spain: Achievements and Controversies. Nueva York: Springer.

Martín-Criado, E. y Gómez-Bueno, C. (2017). Las expectativas parentales no explican el rendimiento escolar. Revista Española de Sociología, 26(1), 1-21.

Martínez-Morales, I. y Marhuenda-Fluixá, F. (2020). Vocational education and training in Spain: Steady improvement and increasing value. Journal of Vocational Education & Training, 1-19. https://doi.org/10.1080/13636820.2020.1729840

Masjuan, J. M. (2005). Progresos en los aprendizajes, características en los estudios y motivaciones de los estudiantes. Papers, 76, 97-133.

McGrath, S., Mulder, M., Papier, J. y Suart, R. (Eds.) (2019). Handbook of Vocational Education and Training: Developments in the Changing World of Work. Nueva York: Springer.

Mena-Martínez, L., Fernández-Enguita, M. y Rivière-Gómez, J. (2010). Desenganchados de la educación: Procesos, experiencias, motivaciones y estrategias del abandono y del fracaso escolar. Revista de Educación, número extraordinario, 119-145.

Merino-Pareja, R., Martínez-García, J. S. y Valls, O. (2020). Efectos secundarios y motivaciones de las personas jóvenes para escoger Formación Profesional. Papers, 105(2), 259-277.

Ministerio de Educación y Formación Profesional (2019). Sistema estatal de indicadores de la educación 2019. Madrid: Secretaría General Técnica. https://bit.ly/3afeXq5

Murdock, T. B. (1999). The social context of risk: Status and motivational predictors of alienation in middle school. Journal of Educational Psychology, 91(1), 62-75.

Navarro, P. y Soler, I. (2014). Las motivaciones de la elección de la carrera por los estudiantes universitarios. Revista de la Asociación de Sociología de la Educación, 7(1), 61-81.

OCDE (2019). Panorama de la educación. Indicadores de la OCDE 2019. Informe español. Madrid: Ministerio de Educación y Formación Profesional. https://bit.ly/3ajQYGs

Pinya-Medina, C., Pomar-Fiol, M. I. y Salvà-Mut, F. (2017). Prevenir el abandono educativo en la educación secundaria profesional: Aportaciones del alumnado y del profesorado. Profesorado. Revista de Currículum y Formación del Profesorado, 21(4), 95-117.

Portela-Pruaño, A., Nieto-Cano, J. M. y Torres-Soto, A. (2019). La reincorporación formativa de jóvenes que abandonan tempranamente la educación: Relevancia de su trayectoria previa. Revista Española de Pedagogía, 77(272), 103- 121.

Quin, D. (2016). Longitudinal and contextual associations between teacher-student relationships and student engagement: A systematic review. Review of Educational Research, 87(2), 345-387.

Raffington, C. A. (2012). Exploring the impact of career mentoring on high school dropout: A qualitative phenomenological investigation (Doctoral dissertation, Northcentral University). ProQuest Dissertations Publishing. https://bit.ly/2XFAFRi

Reeve, J. y Tseng, C. (2011). Personal agency as a fourth aspect of students’ engagement during learning activities. Contemporary Educational Psychology, 36(4), 257-267.

Reschly, A. L. y Christenson, S. L. (2012). Jingle, jangle, and conceptual haziness: Evolution and future directions of the engagement construct. En S. L. Christenson, A. L. Reschly y C. Wylie (Eds.), Handbook of Research on Student Engagement (pp. 3-19). Nueva York: Springer.

Reschly, A. L. y Christenson, S. L. (2019). The intersection of student engagement and families: A critical connection for achievement and life outcomes. En J. A. Fredricks, A. L. Reschly y S. L. Christenson (Eds.), Handbook of Student Engagement Interventions: Working with Disengaged Students (pp. 57-70). San Diego: Academic Press.

Rumberger, R. W. (2011). Dropping out. Why students drop out of high school and what can be done about it. Cambridge: Harvard University Press.

Ryan, A. M., North, E. A. y Ferguson, S. (2019). Peers and engagement. En J. A. Fredricks, A. L. Reschly y S. L. Christenson (Eds.), Handbook of Student Engagement Interventions: Working with Disengaged Students (pp. 73-85). San Diego: Academic Press.

Salvà-Mut, F., Cerdà-Navarro, A. y Sureda-Negre, J. (2019). The promotion of educational success in intermediate level VET: The case of the Balearic Islands. En F. Marhuenda-Fluixà (Ed.), The School-Based Vocational Education and Training System in Spain: Achievements and Controversies (pp. 167-186). Nueva York: Springer.

Sarramona, J. (2007). Las competencias profesionales del profesorado de secundaria. Estudios sobre Educación, 12, 31-40.

Serrano, L., Soler, A. y Hernández, L. (2013). El abandono educativo temprano: Análisis del caso español. Valencia: Instituto Valenciano de Investigaciones Económicas (IVIE).

Tomás, J. M., Gutiérrez, M., Sancho, P., Chireac, S. M. y Romero, I. (2016). El compromiso escolar (school engagement) de los adolescentes: Medida de sus dimensiones. Enseñanza & Teaching, 34(1), 119-135.

Tynkkynen, L., Tolvanen, A. y Salmela-Aro, K. (2012). Trajectories of educational expectations from adolescence to young adulthood in Finland. Developmental Psychology, 48(6), 1674-1685.

van Uden, J. M., Ritzen, H. y Pieters, J. M. (2014). Engaging students: The role of teacher beliefs and interpersonal teacher behavior in fostering student engagement in vocational education. Teaching and Teacher Education, 37, 21-32.

Vázquez, G. (2007). La formación de la competencia cognitiva del profesor. Estudios Sobre Educación, 12, 41-57.

Veiga, F. H. (2013). Envolvimento dos alunos na escola: Elaboração de uma nova escala de avaliação. International Journal of Developmental and Educational Psychology, 1(1), 441-450.

Wood, D., Kurtz-Costes, B. y Copping, K. E. (2011). Gender differences in motivational pathways to college for middle class African American youths. Developmental Psychology, 47(4), 961-968.

Yazzie-Mintz, E. y McCormick, K. (2012). Finding the humanity in the data: Understanding, measuring and strengthening student engagement. En S. L. Christenson, A. L. Reschly y C. Wylie (Eds.), Handbook of Research on Student Engagement (pp. 743-761). Nueva York: Springer.

You, S. y Nguyen, J. T. (2011). Parents’ involvement in adolescents’ schooling: A multidimensional conceptualisation and mediational model. Journal of Educational Psychology, 31(5), 547-558.

Métricas





Search GoogleScholar




Detalles

Detalles del artículo

Sección
Artículos