PSI Tesis doctorado

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Browsing PSI Tesis doctorado by Subject "04 Quality education"

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    Apropiación de alfabetizaciones múltiples a través de prácticas de indagación dialógica
    (2024) Barrera Olmedo, María José; Grau Cárdenas, Valeska Valentina; Pontificia Universidad Católica de Chile. Escuela de Psicología
    El objetivo de este proyecto es estudiar los procesos de apropiación de habilidades de alfabetización múltiple en niños de primaria a partir de su participación en un programa de innovación educativa basado en indagación dialógica. Se trabajó en el diseño e implementación de un programa llamado INDAGA, el cual se fundamenta en una perspectiva sociocultural y se enmarca en un eje de enseñanza de las ciencias y Desarrollo Sostenible. La investigación sigue un diseño mixto con el que se espera tener una mejor comprensión de la apropiación y los procesos de aprendizaje que tuvieron lugar durante la implementación del programa. Se condujo un estudio cuasiexperimental con grupo control para analizar la apropiación de alfabetización científica, multimodal y conocimientos sobre desarrollo sostenible a partir de la participación en el programa. Adicionalmente, se llevó a cabo un análisis en profundidad del diálogo y la escritura de participantes focales de la condición experimental a través de herramientas cualitativas de grano fino.Los resultados sugieren que el diseño del programa tuvo un impacto positivo en el aprendizaje de los estudiantes, en particular en la comprensión de fenómenos socioecológicos, alfabetización científica y alfabetización multimodal.
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    The effects of reading motivation on reading comprehension difficulties in primary education students
    (2024) Jéldrez San Martin, Elvira; Strasser Salinas, Katherine; Pontificia Universidad Católica de Chile. Escuela de Psicología
    Reading comprehension is vital for academic success and active engagement in society. However, persistent challenges in reading comprehension have been observed across educational levels, underscoring the need for deeper research. While linguistic and cognitive components have been traditionally studied, the impact of motivational aspects on comprehension difficulties remains underexplored. This dissertation aimed to address this gap by investigating the effects of various dimensions of reading motivation on specific types of reading comprehension difficulties among Chilean Primary Education students. Adopting a mixed-methods approach, the research comprised three studies. Study 1 developed and tested a comprehensive reading motivation scale. Confirmatory and exploratory factor analyses validated the scale's structure and assessed its reliability. Study 2 explored the relationship between reading motivation dimensions and reading profiles (mixed deficit, poor decoders, poor comprehenders, and good readers). Cluster analysis identified distinct reading profiles, and multivariate analyses examined differences in motivation dimensions among these profiles. Study 3 employed qualitative methods to delve into students' perceptions of reading value and self-concept, particularly among those with reading difficulties. Students' reasons for engagement or disengagement with reading activities were explored through interviews. The participants were 172 students from 2nd to 6th grade from three public schools in Santiago. Quantitative assessments included reading comprehension, word reading, language comprehension, and a reading motivation questionnaire. Qualitative data was collected through interviews with a subsample of 75 students. Findings from this dissertation include differences in motivation between groups of readers, especially for undermining reading motivations and the distinction of readers’ self-concept and value. The studies offer insights into the nuanced relationship between reading motivation and comprehension difficulties and the need for further research on this population.