Clima de aula, orientación a la meta, rendimiento académico y agrado por el curso de matemática en adolescentes

El presente estudio analizó las relaciones entre Clima de Aula (CA), Orientación a la Meta (OM) y Rendimiento Académico en una muestra de 141 alumnos de sexto de primaria y primero de secundaria de un colegio privado mixto de Lima Metropolitana. Además, se examinó el efecto del Clima de Aula y la Orientación a la Meta en el Rendimiento Académico; se comparó los resultados obtenidos en ambos grados y se establecieron relaciones entre el Agrado por el curso de matemática y el Clima de Aula, la Orientación a la Meta y el Rendimiento Académico. En particular, se hallaron relaciones significativas entre los sub-factores del Clima de Aula con los sub-factores Orientación a la Tarea (OM) (r6to =.57; p<.01) y Evitación de la Orientación (OM) (r6to=-.56; p<.01) de la Orientación a la Meta y entre el Rendimiento Académico con el sub-factor Ritmo de Clase (CA) (r6to=.46; p<.01) del Clima de Aula. Asimismo, se halló que los sub-factores Ritmo de Clase (CA) (β=.36; p<.05), Orientación a la Tarea (OM) (β=.31; p<.01); Autofrustración del Ego (OM) (β=-.16; p<.05) y Evitación de la Orientación (OM) (β=-.19; p<.05) influyen en el Rendimiento Académico. Por otro lado, se encontró que los estudiantes de sexto grado tienen una mejor percepción del clima de aula y que el Agrado reportado por los estudiantes se relacionó con mayor intensidad con el Rendimiento Académico (r6to =.52; p<.01) y el sub-factor Orientación a la Tarea (OM) (r1ero= .68; p<.01). Implicaciones de los hallazgos, recomendaciones y limitaciones son discutidas.The present study analyzed the relations between Classroom Climate (CC), Goal Orientation (GO) and Academic Achievement in a sample of 141 students from sixth grade and seventh grade of a private co-educational school in Lima Metropolitana. In addition, the effect of Classroom Climate and Goal Orientation on Academic Achievement was assessed; the results obtained in both grades were compared and the relations between Enjoyment of the math class and the Classroom Climate, Goal Orientation and Academic Achievement were established. Particularly, significant relations were found between the sub-factors of Classroom Climate (CC) and the Task Orientation (GO) (r6th =.57; p<.01) and Work Avoidance Goals (GO) (r6th=-.56; p<.01) sub-factors of Goal Orientation. Relations were also found between Academic Achievement and Rhythm of the Class (CC) (r6th=.46; p<.01), sub-factor of Classroom Climate. In addition, the sub-factors Rhythm of the Class (CA) (β = .36; p<.05), Task Orientation (GO) (β= .31; p< .01); Self-Enhancing Ego (GO) (β =-16, p<.05) and Work Avoidance (GO) (β =-.19; p<.05) influence Academic Achievement. On the other hand, it was found that sixth graders have a better classroom climate perception; also, the student´s reported Enjoyment was more strongly related with Academic Achievement (r6th =.52; p<.01) and the sub-factor Task Orientation (GO) (r7th=.68; p<.01). Implications of the study, recommendations and limitations are discussed.Tesi

Estrategias metacognitivas y el nivel de comprensión lectora en estudiantes de 12 a 14 años de colegios no estatales de Lima Metropolitana

El presente estudio analiza las relaciones entre el uso de las Estrategias Metacognitivas y el nivel de Comprensión Lectora en 50 estudiantes de 12 a 14 años de colegios no estatales de Lima Metropolitana. El objetivo general es determinar la relación entre el uso de estrategias metacognitivas y el nivel de comprensión lectora en estudiantes de 12 a 14 años de colegios no estatales de Lima Metropolitana. Los objetivos específicos buscan identificar la relación entre la comprensión lectora y las estrategias aplicadas antes, durante y después de la lectura, respectivamente. Se aplicaron dos instrumentos: Prueba de Comprensión Lectora para Educación Secundaria (CompLEC) (Llorens, Gil, Vidal-Abarca, Martinez, Mañá & Gilabert,2011) y el Inventario de Estrategias de Metacomprensión Lectora (IEML) (Schmitt,1990; adaptado al Perú por Carvallo,2016). No se hallaron correlaciones significativas entre la comprensión lectora y las estrategias metacognitivas y entre la comprensión lectora y cada una de las estrategias metacognitivas según el momento de la lectura. A nivel descriptivo, los participantes se ubicaron dentro del promedio en comprensión lectora y debajo del promedio en el uso de estrategias metacognitivas antes, durante y después de la lectura. A nivel teórico, se presentó información acerca del comportamiento de las dos variables, así como corroborar postulados teóricos propuestos anteriormente.The present study analyzes the relations between Metacognitive Strategies and Reading Comprehension in 50 students aged 12 to 14 years from private schools in Metropolitan Lima. The main objective is to determine the relation between the use of metacognitive strategies and the level of reading comprehension in students aged 12 to 14 from private schools in Metropolitan Lima. The specific objectives seek to identify the relations between reading comprehension and the metacognitive strategies applied before, during and after reading, respectively. Two instruments were applied: Reading Comprehension Test for Secondary Education (CompLEC) (Llorens, Gil, Vidal-Abarca, Martinez, Mañá & Gilabert, 2011) and the Inventory of Reading Metacomprehension Strategies (IEML) (Schmitt, 1990; adapted to the Peru by Carvallo, 2016). No significant correlations were found between reading comprehension and metacognitive strategies and between reading comprehension and each of the metacognitive strategies according to the moment of reading. At a descriptive level, the participants were within the average in reading comprehension and below the average in the use of metacognitive strategies before, during and after reading. At a theoretical level, information about the behavior of the two variables was presented, as well as to corroborate theoretical postulates previously proposed

Perceptions of the appropriate response to norm violation in 57 societies

An Author Correction to this article: DOI: 10.1038/s41467-021-22955-x.Norm enforcement may be important for resolving conflicts and promoting cooperation. However, little is known about how preferred responses to norm violations vary across cultures and across domains. In a preregistered study of 57 countries (using convenience samples of 22,863 students and non-students), we measured perceptions of the appropriateness of various responses to a violation of a cooperative norm and to atypical social behaviors. Our findings highlight both cultural universals and cultural variation. We find a universal negative relation between appropriateness ratings of norm violations and appropriateness ratings of responses in the form of confrontation, social ostracism and gossip. Moreover, we find the country variation in the appropriateness of sanctions to be consistent across different norm violations but not across different sanctions. Specifically, in those countries where use of physical confrontation and social ostracism is rated as less appropriate, gossip is rated as more appropriate.Peer reviewe

Author Correction: Perceptions of the appropriate response to norm violation in 57 societies (Nature Communications, (2021), 12, 1, (1481), 10.1038/s41467-021-21602-9)

The original version of this Article contained an error in the author affiliations. Cecilia Reyna was incorrectly associated with ‘Universidad Nacional de Córdoba (UNC). Facultad de Psicología (UNC), Ciudad Universitaria, Bv. de la Reforma esquina, Enfermera Gordillo s/n, Córdoba, Argentina.’ instead of the correct ‘Instituto de Investigaciones Psicológicas (IIPsi), Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET), CABA, República Argentina.’ This has now been corrected in both the PDF and HTML versions of the Article

Perceptions of the appropriate response to norm violation in 57 societies

Norm enforcement may be important for resolving conflicts and promoting cooperation. However, little is known about how preferred responses to norm violations vary across cultures and across domains. In a preregistered study of 57 countries (using convenience samples of 22,863 students and non-students), we measured perceptions of the appropriateness of various responses to a violation of a cooperative norm and to atypical social behaviors. Our findings highlight both cultural universals and cultural variation. We find a universal negative relation between appropriateness ratings of norm violations and appropriateness ratings of responses in the form of confrontation, social ostracism and gossip. Moreover, we find the country variation in the appropriateness of sanctions to be consistent across different norm violations but not across different sanctions. Specifically, in those countries where use of physical confrontation and social ostracism is rated as less appropriate, gossip is rated as more appropriate