Persistence after one year in Uruguayan Higher Education. A longitudinal study based on a cohort of students evaluated by PISA 2013.
Educación Superior y persistencia al cabo del primer año en Uruguay. Un estudio longitudinal con base en la cohorte de estudiantes evaluados por PISA 2003.
| 2015 | |
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educación superior persistencia desigualdad Uruguay |
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| Español | |
| Universidad Católica del Uruguay | |
| LIBERI | |
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https://revistas.ucu.edu.uy/index.php/paginasdeeducacion/article/view/587
https://hdl.handle.net/10895/3830 |
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| Acceso abierto |
| Sumario: | Abstract. The aim of the paper is to describe the experiences in the first year of admission to Higher Education according to a four-dimensional theoretical approach, focusing on the social and academic integration of students. We show the relationship between the experiences and persistence after this traffic and find positive effects of a motivational climate awakened by the academic program of the career. In other words, a state of collaborative learning practices and participation in extracurricular activities related to fieldwork and extension. On the other hand, we found a negative effect of the individual assessment according to what students say about the requirements for tests and exams. For this study, we rely on the Second Survey that followed a group of youngsters assessed by PISA 2003. This survey was collected by the Transición Educación Trabajo Research Group (TET, Work Transition Education) in 2012 to a total of 2451 cases nationwide. |
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