Revista Panamericana de Pedagogía

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Author: search.filters.author.Naval Durán, ConcepciónSubject: search.filters.subject.Academic Achievement

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    Percepción del centro educativo por adolescentes: diferencias según curso, edad, sexo, tipo de centro y rendimiento académico
    (Universidad Panamericana, Escuela de Pedagogía, 2020-07-02)
    Balaguer Estaña, Álvaro
    ;
    Martínez Villar, Martín
    ;
    Naval Durán, Concepción
    ;
    Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
    The experiences of adolescents in schools are decisive for their academic achie-vement and adaptation. This article compares the differences around the perception of the climate and school functioning according to the educational level, age, sex, ownership and school location, and academic achievement. In this article, the diffe-rences in a sample of 1208 adolescent students on the Scale of Climate Perception and School Functioning (PCFC) and their dimensions are analyzed. These dimensions are climate, school bonds, clarity of norms and values, and empowerment, and opportunities.Significant differences are found in the PCFC scale depending on the course, age, sex, type of center, and academic performance. Bonds and Clarity are better observed in women. The overall perception of the school decreases with the increase in educational level and age, but increases with greater academic achievement, as well as in schools of private ownership over the public.From the findings, we provide guidelines for schools and educational policymakers. Throughout adolescence, students claim for greater responsibility and participation in the decision making of the school, as well as providing them with greater opportunities for their development
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