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Resultados académicos y estatus sociométrico en educación secundaria

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2016-06
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En esta investigación realizada en un centro de Educación Secundaria a una muestra de 407 alumnos, se ha utilizado la técnica sociométrica para establecer las tipologías sociométricas de rechazado, popular y promedio a partir de los índices individuales de antipatía, popularidad y estatus sociométrico. Como primer objetivo se han estudiado los resultados en función de curso y sexo, y en un segundo se ha utilizado el modelo correlacional para calcular las interacciones entre el rendimiento académico, a través de la variable número de suspensos, y los índices individuales anteriores constituidos en variables. Los principales resultados muestran, en relación con el primer objetivo, que existe mayor número de alumnos rechazados que de populares, que el porcentaje mayor de la tipología de alumnos rechazados se da en 2º de ESO y que existe un porcentaje mayor de rechazados y populares si consideramos el sexo masculino. Y en relación con el segundo objetivo se obtienen correlaciones significativas en todas las variables analizadas. Finalmente se discuten los resultados.
In this research in an obligatory secondary education center to a sample of 407 students, a sociometric technique has been used to establish the sociometric types of rejected, popular and average from individual rates of antipathy, popularity and sociometric status. First objective results have been studied depending on course and sex. As a second objective the correlational model has been used to calculate interactions between academic performance (through the variable number of failures) and individual rates mentioned above constituted in variables. The main results show, concerning the first objective, that there is more number of students rejected than popular. Also that the highest percentage of students rejected typology occurs in the second year of obligatory secondary education and that there is a higher percentage of rejected and popular considering the male sex. In relation to the second objective significant correlations were obtained in all the variables analyzed. Finally the results are discussed.
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Revista ¿Avances en supervisión educativa¿, nº 25 - Junio 2016
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