Análisis combinado del clima académico y el ABP: Influencia en el engagement universitario

Anna Amadó Codon; Miquel Alsina Tarrés; Fernando Senar Morera; Esther Llop Escorihuela; Marta Verdaguer Planas; Joaquim Comas Matas; María Jesús Gutiérrez del Moral; David Ballester-Ferrando; Ignasi Rodríguez-Roda Layret; Carles Rostan Sánchez; Maria Rosa Terradellas Piferrer; Helena Benito Mundet

doi:10.30827/relieve.v31i1.31967

المؤلفون

Anna Amadó Codon University of Lleida https://orcid.org/0000-0002-3012-4202
Miquel Alsina Tarrés University of Girona https://orcid.org/0000-0001-6625-1097
Fernando Senar Morera University of Lleida https://orcid.org/0000-0002-7885-9670
Esther Llop Escorihuela University of Girona https://orcid.org/0000-0003-0929-4888
Marta Verdaguer Planas University of Girona https://orcid.org/0000-0001-8673-9866
Joaquim Comas Matas University of Girona
María Jesús Gutiérrez del Moral University of Girona https://orcid.org/0000-0002-4743-9323
David Ballester-Ferrando University of Girona https://orcid.org/0000-0003-3215-4795
Ignasi Rodríguez-Roda Layret University of Girona https://orcid.org/0000-0002-8989-9061
Carles Rostan Sánchez University of Girona https://orcid.org/0000-0003-4223-0368
Maria Rosa Terradellas Piferrer University of Girona https://orcid.org/0000-0001-6761-4339
Helena Benito Mundet University of Girona https://orcid.org/0000-0001-5035-6759

DOI:

https://doi.org/10.30827/relieve.v31i1.31967

الكلمات المفتاحية:

التعلم القائم على المشكلات، المناخ الأكاديمي، الاندماج الجامعي، التعليم العالي ، المنهجيات النشطة

الوكالات: Josep Pallach Institute of Education Sciences at the University of Girona

الملخص

يتناول هذا البحث تأثير متغيرين سياقيين، وهما المناخ الأكاديمي ومنهجية التعلم النشط القائم على المشكلات، في اندماج الطلبة الجامعيين، ويُؤخذ هذا الأخير كمؤشر على فعالية الأداء التدريسي. كما تم تحليل تأثير منهجية التعلم القائم على المشكلات بحسب درجة التبني المؤسسي لها. وبشكل ثانوي، تم أيضًا فحص تأثير متغيرين فرديين، هما الجنس ودرجة الولوج إلى الجامعة، على مستوى الاندماج. وقد أُجريت دراسة كمية مقطعية شملت 1376 طالبًا جامعيًا، أجابوا عن استبيان حول الاندماج وآخر حول المناخ الأكاديمي، وتضمن الاستبيان معطيات سوسيوديموغرافية، إضافة إلى معلومات تتعلق باستخدام منهجية التعلم القائم على المشكلات في المادة الدراسية أو في البرنامج التعليمي. وتم استخدام تحليلات ANOVA ونماذج الانحدار وتحليل التفاعل لدراسة العلاقة بين المتغيرات. أظهرت النتائج أن مناخ الصف الدراسي يُعد عاملًا حاسمًا في تعزيز الاندماج، كما أن منهجية التعلم القائم على المشكلات لا تعزز هذا الاندماج إلا في وجود مناخ صفّي إيجابي. وأشارت النتائج أيضًا إلى أن الطالبات يُظهرن مستويات أعلى من الاندماج مقارنة بالطلاب، في حين أن درجة القبول الجامعي لا يبدو أن لها تأثيرًا كبيرًا. وتخلص الدراسة إلى أن المناخ الأكاديمي يلعب دورًا أساسيًا في دعم الاندماج الجامعي، لاسيما عند تطبيق المنهجيات النشطة مثل التعلم القائم على المشكلات، حيث يُعزّز المناخ الإيجابي أثر هذه المنهجية في تحسين الاندماج، مما يُبرز أهمية توفير بيئة تعليمية داعمة لتعظيم فعالية الأداء التدريسي

التنزيلات

بيانات التنزيل غير متوفرة بعد.

السير الشخصية للمؤلفين

Anna Amadó Codon، University of Lleida

Degree in Psychology (UdG, 2008), a master's degree in Educational Psychology (UB, 2010), and a PhD in Social, Educational, and Health Sciences (UdG, 2014). She has been an associate lecturer at the University of Girona and a collaborating professor at the Open University of Catalonia and the University of Barcelona. Currently, she is a lecturer at the University of Lleida and a member of the Language and Education Research Group (GRELIE) at the same institution. She also collaborates biennially with the University of Andorra. She is a member of the Teaching Innovation Network in Problem-Based Learning at the University of Girona. Her research focuses on the development of sociocognitive skills, language, and executive functions in children with both typical and atypical development, including studies on bilingualism, language difficulties, and bullying.

Miquel Alsina Tarrés، University of Girona

Ph.D. in Musicology from the Autonomous University of Barcelona and a degree in Philosophy and Arts, complemented by advanced training in music theory, composition, and orchestration. He has been a visiting researcher at the Universities of Reading, Gloucestershire, and Cambridge (UK). He is currently an Associate Professor at the Faculty of Education and Psychology at the University of Girona, where he leads the Research Group in Music and Transformative Education (GR-MUSET). His research focuses on music education, creativity, and teacher training, with scholarly publications in both national and international peer-reviewed journals.

Fernando Senar Morera، University of Lleida

Professor of Developmental and Educational Psychology at the University of Lleida. His research focuses on the study of psychosocial factors that influence the pace of academic language acquisition among immigrant youth. He conducts his research within the “Language and Education” research group and has published articles in high-impact national and international journals, stemming from competitive research projects. Among other distinctions, he received the Outstanding Doctorate Award in 2024.

Esther Llop Escorihuela، University of Girona

Degree in Biochemistry from University of Barcelona (2001) and a PhD in Biomedicine “Health and Life Sciences” from Pompeu Fabra University in Barcelona (2008). Since 2016 is associate professor and leads the Biochemistry of Cancer group at the University of Girona (UdG). Her research focuses on glycoproteomics to find new cancer biomarkers. She is author of over 30 research papers, inventor of two patents and IP of competitive projects on cancer. She has supervised four doctoral thesis, 20 Master’s Thesis and 25 Final Degree Projects. She has more than 15 years of teaching experience in biotechnology, biology and medicine degrees and in Masters in molecular biology and biomedicine. She participates actively in Problem-Based Learning innovation network (XID-ABP) at UdG.

Marta Verdaguer Planas، University of Girona

PhD from the University of Girona (2013), master in Environment (2010) and Technical Engineer in Industrial Chemistry by the Universitat Politècnica de Catalunya (1983). Member of the Lequia ( Laboratory of chemical and environmental engineering) research group of the Institute of the Environment (University of Girona). She participates and has participated in competitive research projects as a member of the research team. Her current position is Associate professor- tenured.

Joaquim Comas Matas، University of Girona

PhD in Industrial Engineering from the Universitat de Girona and Bsc degree in Chemistry from the Universitat Autònoma de Barcelona. Full Professor of Chemical Engineering at the University of Girona (UdG). Senior researcher at the LEQUIA-UdG research group and the Catalan Institute for Water Research (ICRA). He specializes in the development of tools and technologies to promote the circular economy in the urban water cycle, with a focus on wastewater treatment and reuse. His work focuses on multicriteria decision support systems, nature-based solutions, and membrane technologies. He is the author of over 130 scientific publications, with an h-index of 41 and more than 5,400 citations. Member of the Teaching Innovation Network on Problem-Based Learning (PBL) and Coordinator of the Master’s Degree in Water Resources Science and Technology of the UdG, which is taught entirely using the PBL methodology.

María Jesús Gutiérrez del Moral، University of Girona

PhD in Law from the University of Girona (1999), and degree in Law (Universidad de Granada, 1992). Dean of Faculty of Law at the University de Girona. Titular Lecturer at the University of Girona since April 2003, accredited as Full Professor by ANECA in September 2024. She is also a collaborating professor at the Open University of Catalonia (Universitat Oberta de Catalunya). Her main lines of research include religious freedom, non-discrimination on religious grounds, and the management of religious pluralism in contemporary society, incorporating a gender perspective, with numerous publications and participation in conferences and congresses. She has also worked for years in teaching innovation.

David Ballester-Ferrando، University of Girona

He holds a PhD from the University of Girona, a Diploma in Nursing, and a Bachelor's degree in Psychology. He has served as Director of the Department of Nursing and Dean of the Faculty of Nursing at the University of Girona. Currently, he is a full professor at a university, leads the Health, Gender and Aging Research Group, is a member of the Teaching Innovation Network in Problem-Based Learning and is head of unit of the Institute of Education Sciences of the University of Girona. His research focuses on university teaching innovation, and health and gender.

Ignasi Rodríguez-Roda Layret، University of Girona

PhD in Industrial Engineering from the Universitat de Girona and degree in Chemical Sciences from the Universitat Autònoma de Barcelona. Full professor of Chemical Engineering, Director of the Institute of the Environment, and member of the LEQUiA-UdG research group. His research focuses on wastewater treatment and reuse, and the application of artificial intelligence in the urban water cycle. He is the author of over 150 research papers in high-impact journals (H-index: 40), inventor of two patents, and founding member of two spin-off companies. He participates actively in various educational innovation networks and is the main promoter of the implementation of Problem-Based Learning in the official Master’s degree in Water Resources Science and Technology at UdG.

Carles Rostan Sánchez، University of Girona

Degree in Biological Sciences and Psychology from the Autonomous University of Barcelona, and PhD in Psychology from the University of Girona. Currently retired, he has been a professor in the Department of Psychology at the UdG and a collaborating professor at the UOC. He is the author of more than 40 scientific articles and several book chapters. He has been director of several doctoral theses. My research interests have focused on the socio-cognitive development of children and adolescents, teaching innovation and the influence of chess in cognition and learning. Currently, he continues to collaborate in the research groups Language and Cognition, the Chess Observatory, the Problem-Based Learning Network of the Institute of Educational (of which I have been coordinator for several years), all of them at the University of Girona.

Maria Rosa Terradellas Piferrer، University of Girona

PhD in Education from the University of Girona (UdG). She holds a degree in Philosophy and Literature (Psychology) from the Autonomous University of Barcelona, and a Diploma in Primary Education Teaching (Early Childhood Education) from the University Teacher Training School of Girona. She is a full professor at the UdG and currently an emeritus professor. She has coordinated several internships (Government of Chile) and has participated in postgraduate and master's programs in early childhood education and active methodologies at universities in Barcelona, Girona, Nicaragua, and Haiti. She has taken part in European projects on social responsibility and active methodologies. She is a member of the GRECA research group, recognised and funded by the Generalitat of Catalonia. At the UdG she coordinates the Challenge-Based Learning Teaching Innovation Group. Her research and publications focus on active methodologies, social responsibility, sustainability, and the Sustainable Development Goals.

Helena Benito Mundet، University of Girona

She holds a degree in Economics and Business Administration (UAB, 1990) and a PhD in Economics and Business Administration (UdG, 2005). She is a full professor at the University of Girona and a member of the Interdisciplinary Research Group on Gender and Social Inequalities (GRIGiDS). She is also a member of the Chair of Social Responsibility and Sustainability at the University of Girona. She works on various lines of research: business history, social responsibility, gender equality in the workplace, and teaching innovation. She is the coordinator of the Teaching Innovation Network on Problem-Based Learning (XID-ABP).

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