School factors associated with socio-emotional development in Latin American Countries
DOI:
https://doi.org/10.7203/relieve.17.2.4007Keywords:
School Effectiveness, Socio-emotional factors, Education Quality, Latin America
Abstract
We present the results of an international research that intends to identify key factors associated with school and classroom socio-emotional achievement of Primary Education Students in Latin America countries. This Multilevel Study has been conducted with 4 analysis levels; we studied 5,603 students from 248 classrooms from 98 schools in 9 countries. We worked with 4 product socioaffective variables (self-concept, academic behaviour, social interaction and satisfaction with the school). The results showed a series of classroom and school factors that explain the socio-emotional development, consistent with those found in research on school effectiveness to cognitive factors.
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