scholarly journals Motivos para estudiar en la vejez: Estructura factorial de Educational Participation Scale (EPS A-form)

Aula Abierta ◽  
2021 ◽  
Vol 50 (4) ◽  
pp. 815-824
Author(s):  
Susana Menéndez ◽  
Javier Pérez-Padilla ◽  
Enrique Torres ◽  
Carmen Santín
Keyword(s):  
Educational Participation

Los Programas Universitarios para Mayores (PUM) son un buen recurso para favorecer el aprendizaje permanente y, así, dar respuesta a las principales recomendaciones sociopolíticas para fomentar el envejecimiento activo. Una de las dimensiones clave para el estudio de estos programas es el tipo de razones por las que los mayores se implican en ellos, aspecto ampliamente evaluado a nivel internacional mediante la escala EPS A-form. En este trabajo se analiza la estructura factorial de la versión española de esta prueba, utilizando procedimientos estadísticos coherentes con las directrices actuales para este tipo de análisis, en una muestra de estudiantes del Aula de la Experiencia de la Universidad de XXX (España). Los resultados indican que la versión española de EPS A-form tiene la misma estructura en cuatro subescalas que la original, con índices de consistencia interna entre .83 y .96. Las motivaciones más destacadas fueron las de tipo cognitivo, aunque más de la mitad de los estudiantes participaban en el PUM por más de una razón. Esta escala es una herramienta eficaz de cara al estudio de las motivaciones para estudiar en la vejez, y puede ser útil tanto en la investigación como en el diseño de PUM en España.

Binge Drinking and Educational Participation among Youth in the COMPASS Host Study (Year 5: 2016/2017): School Connectedness and Flourishing as Compensatory Factors

2020 ◽  
Vol 12 (3) ◽  
pp. 55-77
Author(s):  
Simone D. Holligan ◽  
Wei Qian ◽  
Margaret De Groh ◽  
Ying Jiang ◽  
Karen A. Patte ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Binge Drinking ◽  
School Connectedness ◽  
Educational Goals ◽  
School Students ◽  
Educational Participation ◽  
School Year ◽  
Canadian Youth ◽  
Reported Data

The current study investigated resilience factors influencing the associations between binge drinking and measures of educational participation among Canadian youth. Self-reported data were collected during the 2016/2017 school year from 5238 students in Grades 9 through 12 (2744 females, 2494 males) attending 14 secondary schools in Ontario and British Columbia as part of the COMPASS study. Logistic regression analyses were conducted to determine relationships between binge drinking, school connectedness and flourishing on measures of educational participation. Binge drinking was associated with increased likelihood of skipping classes, going to class without completing homework, lower Math and English scores, and having educational and/or training expectations and aspirations beyond high school only. Decreased flourishing was linked to increased likelihood of going to class with incomplete homework, lower Math and English scores, and decreased likelihood of aspiring and expecting to achieve education and/or training beyond high school only. Increased school connectedness was associated with decreased likelihood of skipping classes and going to class with incomplete homework, higher Math and English scores, and increased the likelihood of aspiring to and expecting to achieve education and/or training beyond high school only. Lower flourishing was additive in its effect on current binge drinking in negatively impacting class attendance and homework completion and academic performance, while higher school connectedness was compensatory in its effect on these outcomes. This study suggests that, for high school students who are susceptible to binge drinking, those who are more connected to school and have a higher sense of wellbeing can maintain active participation in school and achieve their educational goals.

Do sports mega-events boost public funding in sports programs? The case of Brazil (2004–2015)

2016 ◽  
Vol 53 (6) ◽  
pp. 685-705 ◽  
Author(s):  
Bárbara Schausteck de Almeida ◽  
Suélen Barboza Eiras de Castro ◽  
Fernando Marinho Mezzadri ◽  
Doralice Lange de Souza
Keyword(s):  
Public Expenditure ◽  
Public Funding ◽  
Descriptive Statistics ◽  
Elite Sport ◽  
Host Countries ◽  
Mega Events ◽  
Educational Participation ◽  
Sports Programs ◽  
Different Types ◽  
The Impact

This article explores public expenditure in Brazilian sport from 2004 to 2015 and aims to understand if hosting sport mega-events has influenced investments in different types of sport (elite sport and educational/participation sport). Data were collected through governmental records and examined through descriptive statistics. Positive and negative variations of spending were reported, regarding both the overall budget allocated to sport and among the different types of sport. This study concluded that sport mega-events have influenced the funding of sports programs to some extent, but other aspects of public funding are likely to be more significant influencers on the observed variations. The study also argues that further research on different host countries is necessary to understand the impact of sport mega-events on public sport funding.

‘Staying on’: The Effects of Recent Changes in Educational Participation for 17–19 Year-Olds in Norway and Scotland

1996 ◽  
Vol 44 (4) ◽  
pp. 675-691 ◽  
Author(s):  
Torild Hammer ◽  
Andy Furlong
Keyword(s):  
Higher Education ◽  
Young People ◽  
Middle Class ◽  
Labour Market ◽  
Market Integration ◽  
Compulsory Education ◽  
Compulsory Schooling ◽  
Disadvantaged Youth ◽  
Educational Participation ◽  
Middle Class Families

In this paper we consider some of the implications of the growth of educational participation for the labour market integration of young people between the ages of 17 and 19 in Norway and Scotland. In particular, we focus on the experiences of disadvantaged youth and assess the extent to which they benefit from participation in post-compulsory schooling. We argue that in terms of success on the labour market, post-compulsory secondary education is only beneficial to those intending to continue into Higher Education. We demonstrate the existence of persistent inequalities among ‘non-traditional stayers’, and show that despite greater access to post-compulsory education, young people from middle class families still retain important advantages in both Norway and Scotland. However, we argue that in Scotland, females and those from less advantaged social positions are more disadvantaged than their Norwegian counterparts.

The climate of inclusive classrooms: the pupil perspective

2011 ◽  
Author(s):  
Susan Tetler ◽  
Kirsten Baltzer
Keyword(s):  
Classroom Climate ◽  
Response Pattern ◽  
Positive Response ◽  
Learning Experiences ◽  
Inclusive Classrooms ◽  
Social Dimensions ◽  
Educational Participation ◽  
Mainstream Classrooms ◽  
Inclusive Settings ◽  
Learning Conditions

This paper offers insights into learning experiences in inclusive classrooms, gained by giving voices to pupils about their perceptions of themselves and their opinions on classroom climate. A positive response pattern is identified concerning academic and social dimensions of schools, while the overall picture concerning the dimension of participation is more blurred. The paper argues for further explorations of the concept of educational participation in inclusive settings, not only with a focus upon the psychological classroom climate aspects, but also upon the pedagogical and didactic processes that constitute the learning conditions for pupils with disabilities included in mainstream classrooms.

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