La naturaleza multidimensional de la madurez de los estudiantes: el caso español

• Oscar David Marcenaro-Gutiérrez ^[1] ; Luis Alejandro López-Agudo ^[1]
  1. [1] Universidad de Málaga

     Universidad de Málaga

     Málaga, España

     
• Localización: Culture and Education, Cultura y Educación, ISSN-e 1578-4118, ISSN 1135-6405, Vol. 36, Nº 1, 2024, págs. 218-258
• Idioma: español
• DOI: 10.1177/11356405241235077
• Texto completo no disponible (Saber más ...)
• Resumen

  • Muchos trabajos de investigación han reivindicado la relevancia que puede tener la madurez de los estudiantes en su rendimiento académico, pero a pesar de esta importancia, este concepto de madurez no es tan fácil de delimitar y medir. Por ello, el presente trabajo propone medir la madurez de los estudiantes mediante tres indicadores diferentes: las edades en las que los niños comienzan a leer y escribir, el bimestre de nacimiento y la repetición de curso. Para realizar este análisis, se utilizó una muestra representativa de estudiantes de educación primaria (11-12 años) y secundaria (15-16 años) de Andalucía (la región más poblada de España). Nuestros resultados han demostrado la inadecuación del bimestre de nacimiento y las edades en las que los niños comienzan a leer y escribir como instrumentos para la repetición de curso, lo que apoya que los tres miden diferentes dimensiones de la madurez de los estudiantes. Además, los resultados muestran que un inicio temprano en la lectura y la escritura se asocia positivamente con el rendimiento académico de los estudiantes.

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