Proyecto de Intervención para fomentar una Mentalidad Incremental en estudiantes que promocionan a la Escuela Secundaria
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2022-03-31
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El bajo rendimiento académico y las altas tasas de cursos repetidos en la educación secundaria es una situación alarmante para el sistema educativo español. Este Trabajo de Fin de Grado aborda esta problemática explorando los cambios que experimentan los estudiantes a medida que avanzan hacia la educación secundaria, investigando los factores motivacionales y el impacto de las creencias sobre la inteligencia en el rendimiento académico. Así, con el apoyo de la Teoría de la Mentalidad de Carol Dweck y sus colaboradores, se propone un proyecto de intervención con el objetivo de promover una mentalidad incremental que ayude a preparar a los estudiantes para los desafíos de la educación secundaria. El programa está dirigido a alumnos de último curso de primaria en riesgo de exclusión social y se compone de seis sesiones llevadas a cabo en el aula del centro escolar.
Low academic performance and high rates of student grade repetition in secondary school is an alarming situation for the Spanish educational system. This project addresses the problem by exploring the changes that students experience as they move on to secondary education, investigating motivational factors and the impact of beliefs about intelligence on academic performance. Thus, with the support of the Mindset Theory of Carol Dweck and her collaborators, an intervention project is proposed with the objective of promoting an incremental mindset that helps prepare students for the challenges of secondary education. The intervention program is aimed at students in the final year of primary school at risk of social exclusion and is composed of six sessions carried out in the classroom.
Low academic performance and high rates of student grade repetition in secondary school is an alarming situation for the Spanish educational system. This project addresses the problem by exploring the changes that students experience as they move on to secondary education, investigating motivational factors and the impact of beliefs about intelligence on academic performance. Thus, with the support of the Mindset Theory of Carol Dweck and her collaborators, an intervention project is proposed with the objective of promoting an incremental mindset that helps prepare students for the challenges of secondary education. The intervention program is aimed at students in the final year of primary school at risk of social exclusion and is composed of six sessions carried out in the classroom.