Diferencias de género y de rendimiento en los auto-conceptos de los alumnos de Secundaria: más allá de la comparación bivariable
DOI:
https://doi.org/10.14204/ejrep.31.13066Palabras clave:
Aptitud verbal, autoconcepto verbal, lenguaje, aprendizaje de lenguas extranjeras, diferencias de género, angustia interna.Resumen
Introducción. En el contexto de los resultados de investigación contradictorias en el campo del estudio dirigido a desentrañar las complejidades estructurales de las diferencias de género en el autoconcepto, en los las lenguas secundarias, se estudia el análisis de la interacción género × rendimiento, en los efectos de la primera y segunda lengua, la L1 y la L2, en el idioma alemán e inglés. Se asume de partida, que la activación en espinal a malestar interno, como una variable, de perspectiva significativa del autoconcepto, tiene efectos en las calificaciones de los estudiantes de sexo femenino, en particular.
Método . Los datos fueron recogidos en una muestra de 256 estudiantes de noveno grado del alemán gramo del centro de una ciudad alemana. Para L1 y L2 la medición del autoconcepto se les administró dos escalas de materias específicas de autoinforme. Para medir su rendimiento en cada profesor de la asignatura de lengua aportó las calificaciones en competencias.
Resultados. Con respecto a la L1 de idioma alemán, apareció sólo un efecto principal significativo en el logro de la variable de ambiente. Ni un efecto de género ni un logro × inter-género de acción se pudo demostrar. Por lo tanto, las diferencias interindividually existentes en autoconcepto, a favor de las estudiantes femeninas parecen reflejar en gran parte su mejor rendimiento lenguaje nativo. Con respecto a la lengua L2 o, asimismo, apareció un significativo efecto principal de la variable logro y también un efecto de interacción significativo género × rendimiento. En el subgrupo de baja el logro de la de los estudiantes masculinos, apareción un significativo menor auto-concepto con resultados peores que sus homólogos masculinos, al menos para las últimas puntuaciones.
Discusión. Especialmente, para el idioma Inglés L2, la interacción género × logro perfecta podría explicar diferencias significativas en el autoconcepto de los alumnos. En consecuencia, las diferencias no están asociadas a una visión de género lenguaje- que comúnmente favorece a los estudiantes varones. El efecto de los estereotipos de género parece tener una forma más compleja de mediación en los resultados. En particular, parecen afectar a los estudiantes en el autoconcepto, en un nivel cognitivo –motivacional, como con secuencia de los fallos en las experiencias. Como otras veces, el hallazgo de las diferencias entre lenguas, tanto la L1 y la L2, deberá seguir aclarándose.
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