71113 20180720101850.0 doi 10.17583/rise.2018.2846 sideral 106771 ART-2018-106771 eng (orcid)0000-0001-8279-6759 Broc Cavero, Miguel Ángel Universidad de Zaragoza Academic Performance and other psychological, social and family factors in compulsory secondary education students in a multicultural context. 2018 Access copy available to the general public Unrestricted This work aims to transfer research on academic achievement in compulsory secondary education (CSE) students (12-18 years) from personal factors to others of a psychosocial or sociological type, in a Spanish center with a high level of immigration, which welcome students from twenty eight nationalities whose percentage is about 60%. A second objective was to develop a brief measurement instrument to predict academic achievement, being the main dependent variable the number of suspended subjects in all three course evaluations, finding an "optimal constellation of variables" which may be more likely to achieve better academic achievement. 317 students of Secondary Education were part of this research in a public center of Zaragoza (Aragon-Spain) who were given an "ad hoc" Family Settings, Psychosocial and Contextual Questionnaire" whose factorial analysis yielded three factors: Context Immigration, Family Settings and academic autobiographical history and study habits. Finally, we analyzed the differences found among students from different continents, trying to find sociocultural foundations and optimal conditions that can explain these differences. Further analysis allows us to glimpse a configuration of the most important variables that point to a hypothetical "academic success" in this educational field where there is great ethnic and cultural diversity. En este trabajo se intentó abordar el problema del rendimiento académico en alumnos de educación secundaria obligatoria (12-18 años) desde perspectivas más sociológicas, psicosociales o contextuales relativamente alejadas de modelos personales-endógenos, con el fin de encontrar variables o factores supuestamente más relacionados con las culturas y costumbres de los alumnos de un centro público de enseñanza secundaria de Zaragoza (España) multicultural, con alto nivel de inmigración y con alumnos de hasta veintiocho nacionalidades distintas. 317 alumnos formaron parte de esta investigación diseñándose un cuestionario “ad hoc” de Configuraciones Familiares, Psicosociales y Contextuales cuyo análisis factorial arrojó tres factores: Contexto de Inmigración, Configuración Familiar e Historia autobiográfica académica y hábitos de estudio. El programa Lisrel arrojó unos índices de bondad de ajuste del modelo justos pero suficientes. Finalmente, se analizaron las diferencias existentes encontradas entre los alumnos de los distintos continentes, tratando de extraer las condiciones óptimas donde puede ser más probable conseguir un hipotético éxito académico, mostradas a través del análisis de varianza de un factor. info:eu-repo/semantics/openAccess by http://creativecommons.org/licenses/by/3.0/es/ info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion 4009 735 Universidad de Zaragoza Dpto. Psicología y Sociología Área Psicolog.Evolut.Educac 7, 1 (2018), 23 RISE RISE - International Journal of Sociology of Education 2014-3575 170115 http://zaguan.unizar.es/record/71113/files/texto_completo.pdf Versión publicada 63718 http://zaguan.unizar.es/record/71113/files/texto_completo.jpg?subformat=icon icon Versión publicada oai:zaguan.unizar.es:71113 articulos driver 2018-07-20-08:22:37 ARTICLE