Perfiles contextuales y su relación con las variables disposicionales en el aprendizaje del alumnado de Educación Secundaria

Abstract

572

Background: recent studies address educational research from a new perspective of interactive and interdependent process of teaching and learning. Goal: in this regard, the purpose of this study was to analyze the contextual (learning aid, arouse the interest of students, and promote a culture of effort) and dispositional variables (interest, effort and progression in learning) to provide an overview of the teacherlearner effectiveness with respect to key variables in the educational process. Method: the sample was composed by 618 students. Exploratory and descriptive analyses, hierarchical and K-means cluster analysis, and MANOVA(s) were performed. Results: three clusters emerged from the analysis. They were characterized by high, medium and low profi les in three contextual factors, which were related to effi cacy levels in the dispositional learning variables. Conclusions: these results support the hypothesis that contextual variables show students’ perception of teacher effi cacy directly related to their personal involvement in learning.

Keywords

learning, mathematics, physical education, language teaching, cluster analysis