Variables que influyen en la transición de la Educación Primaria a la Educación Secundaria Obligatoria. Un modelo comprensivo
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Universidad de León
info
ISSN: 0210-5934, 2340-6577
Year of publication: 2019
Volume: 71
Issue: 2
Pages: 85-108
Type: Article
More publications in: Bordón: Revista de pedagogía
Abstract
INTRODUCTION. The transition from Primary to Secondary Education is one of the most complex changes that the student experiences throughout his academic life. Providing guideli-nes to improve this transition process is a complex task that must be carried out considering all the variables (academic and non-academic) that surround the student. The objective of this study is to identify which are the variables that influence the student who is making the tran-sition to Secondary Education from a global perspective, attending both to the academic and to the non-academic aspects, and creating a comprehensive model that helps to diagnose those students most vulnerable to the transition process. METHOD. A systematic review was carried out with a selection of articles that span from 1985 to February 2018. The search was carried out using four databases: SCOPUS, WEB OF SCIENCE, ERIC and DIALNET. RESULTS. 80 studies have formed the final sample of this review. The results show 70 variables that influen-ce the transition process. These variables have been classified into six factors (individual, family, student, classmates, teacher and school) divided into non-academic and academic varia-bles. DISCUSSION. Of all the variables reviewed, those related to the individual (individual and student) and family, are those that have been most studied in the literature. It is concluded that the identification of risk variables that can influence the student who makes the transition process is complex. Therefore, it is necessary to have a comprehensive model that facilitates the design of actions to improve their performance.
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