A Model for a Structural Equation by Which to Evaluate the Relationships Between Students’ Cultural and Economic Status and their Educational Achievement

A Model for a Structural Equation by Which to Evaluate the Relationships Between Students’ Cultural and Economic Status and their Educational Achievement

Because of its importance, socioeconomic status has been defined using different indicators, which establishes the benefit of separating the various effects that economic, social and cultural aspects have on students’ learning. This study evaluates the different effects that economic, social and...

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Prif Awduron: Hernández Padilla, Eduardo, González Montesinos, Manuel Jorge
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Cyhoeddwyd: REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). 2011
Mynediad Ar-lein:https://redie.uabc.mx/index.php/redie/article/view/290
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spelling redie-article-2902017-04-19T01:03:46Z A Model for a Structural Equation by Which to Evaluate the Relationships Between Students’ Cultural and Economic Status and their Educational Achievement Modelo de ecuación estructural que evalúa las relaciones entre el estatus cultural y económico del estudiante y el logro educativo Hernández Padilla, Eduardo González Montesinos, Manuel Jorge Structural equations models structural models social level cultural status. Modelos de ecuaciones estructurales modelos estructurales nivel socioeconómico nivel sociocultural. Because of its importance, socioeconomic status has been defined using different indicators, which establishes the benefit of separating the various effects that economic, social and cultural aspects have on students’ learning. This study evaluates the different effects that economic, social and cultural factors have on scholastic achievement. The data analyzed come from the Quality and Scholastic Achievement Tests given to third-level preschool students (Excale-00) in the 2006-2007 school year. Through the modeling of structural equations, the theoretical relationships among a group of 15 indicators and three latent variables were analyzed, as well as each factor’s contribution to scholastic achievement. Both factors have a positive association with learning, although the cultural factor has more influence than economic. The model suggested includes only a few indicators of both factors; further research should consider evaluating more indicators, and including other latent variables in the model. Debido a su importancia, el nivel socioeconómico ha sido definido empleando diferentes indicadores, lo que establece la conveniencia de separar los efectos diferenciales que tienen en el aprendizaje de los estudiantes el aspecto económico, social y cultural. El presente estudio evalúa los efectos diferenciados que los factores económicos, sociales y culturales tienen sobre el logro académico. Los datos analizados provienen de los Exámenes de la Calidad y el Logro Educativo administrados a alumnos del tercer grado de preescolar (Excale-00) en el ciclo escolar 2006-2007. Mediante el modelamiento de ecuaciones estructurales se analizaron las relaciones teóricas entre un grupo de 15 indicadores y tres variables latentes; así como la contribución de cada factor sobre el logro educativo. Ambos factores tienen una asociación positiva con el aprendizaje, aunque el factor cultural posee mayor influencia que el económico. El modelo sugerido incluye solamente algunos indicadores de ambos factores; investigaciones posteriores deberán considerar la valoración de más indicadores, así como la inclusión de otras variables latentes en el modelo. REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). 2011-11-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion text/html application/pdf https://redie.uabc.mx/index.php/redie/article/view/290 Revista Electrónica de Investigación Educativa; Vol. 13 No. 2 (2011) Revista Electrónica de Investigación Educativa; Vol. 13 Núm. 2 (2011) 1607-4041 spa https://redie.uabc.mx/index.php/redie/article/view/290/704 https://redie.uabc.mx/index.php/redie/article/view/290/454 Derechos de autor 2019 Revista Electrónica de Investigación Educativa
institution REDIE
collection OJS
language spa
format Online
author Hernández Padilla, Eduardo
González Montesinos, Manuel Jorge
spellingShingle Hernández Padilla, Eduardo
González Montesinos, Manuel Jorge
A Model for a Structural Equation by Which to Evaluate the Relationships Between Students’ Cultural and Economic Status and their Educational Achievement
author_facet Hernández Padilla, Eduardo
González Montesinos, Manuel Jorge
author_sort Hernández Padilla, Eduardo
title A Model for a Structural Equation by Which to Evaluate the Relationships Between Students’ Cultural and Economic Status and their Educational Achievement
title_short A Model for a Structural Equation by Which to Evaluate the Relationships Between Students’ Cultural and Economic Status and their Educational Achievement
title_full A Model for a Structural Equation by Which to Evaluate the Relationships Between Students’ Cultural and Economic Status and their Educational Achievement
title_fullStr A Model for a Structural Equation by Which to Evaluate the Relationships Between Students’ Cultural and Economic Status and their Educational Achievement
title_full_unstemmed A Model for a Structural Equation by Which to Evaluate the Relationships Between Students’ Cultural and Economic Status and their Educational Achievement
title_sort model for a structural equation by which to evaluate the relationships between students’ cultural and economic status and their educational achievement
description Because of its importance, socioeconomic status has been defined using different indicators, which establishes the benefit of separating the various effects that economic, social and cultural aspects have on students’ learning. This study evaluates the different effects that economic, social and cultural factors have on scholastic achievement. The data analyzed come from the Quality and Scholastic Achievement Tests given to third-level preschool students (Excale-00) in the 2006-2007 school year. Through the modeling of structural equations, the theoretical relationships among a group of 15 indicators and three latent variables were analyzed, as well as each factor’s contribution to scholastic achievement. Both factors have a positive association with learning, although the cultural factor has more influence than economic. The model suggested includes only a few indicators of both factors; further research should consider evaluating more indicators, and including other latent variables in the model.
publisher REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE).
publishDate 2011
url https://redie.uabc.mx/index.php/redie/article/view/290
_version_ 1715723529018671104

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