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Mathematical skills are essential not only in the academic field but also in the development of competencies for everyday life. The objective of this research is to analyze the effectiveness of metacognitive strategies to improve the mathematical understanding and resolution problems in the school performance of students from Pastaza canton, Ecuador. A descriptive study with correlational design was carried out in 89 high school students. The Metacognitive Strategies questionnaire was applied, composed of 20 items, based on a Likert scale. Pearson's correlation coefficient was used to analyze the relationship between metacognitive strategies and academic performance. The results indicated that metacognitive monitoring showed a significant correlation with academic performance (r=0.56). Cognitive strategies (r=0.49) and general metacognitive strategies (r=0.52) also showed moderate correlations. However, planning and metacognitive awareness showed weaker correlations (r=0.32 and r=0.21, respectively). Therefore, metacognitive strategies, especially monitoring, play a key role in academic performance in mathematics, although the need to strengthen the teaching of metacognitive planning and awareness is highlighted. [ABSTRACT FROM AUTHOR]

Copyright of Dilemas Contemporáneos: Educación, Política y Valores is the property of Dilemas Contemporaneos: Educacion, Politica y Valores and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

La rumiación cognitiva comprende a pensamientos intrusivos que provocan molestia, esta conducta surge como una forma para luchar con el dolor psicológico, es probable que a los deportistas universitarios les suceda con alta frecuencia debido a que en la mayoría de los estudios se observan niveles altos de rumiación. Objetivo: identificar de manera diferencial la rumiación cognitiva mediante la ejecución conductual de la reflexión y los reproches en estudiantes universitarios deportistas. Método: el diseño de estudio fue cuantitativo, descriptivo transversal, la muestra se compuso por 95 universitarios deportistas el 60% fueron hombres y el 40% mujeres, la media de edad fue de 20.09, el instrumento que se utilizó fue la escala de rumiación cognitiva. El análisis de resultados fue realizado con el programa SPSS. V.25, con este se utilizaron estadísticos descriptivos y un análisis no paramétrico mediante la U de Mann Whitney. Resultados: En dos dimensiones se tuvieron índices más elevados, en reproches, el 17.9% piensa en sus defectos y en que las situaciones que suelen experimentar tuvieran resultados distintos; y en reflexión, el 28.4% piensa constantemente en su fatiga, así como el 21.1% piensa en la imposibilidad para concentrarse. Según la U de Mann Whitney el estudiantado que labora y que tiene mayor duración académica puede indicar que vive menores índices de rumiación cognitiva. Conclusión: el deporte impacta para mejorar el desempeño del alumnado deportista. Esta investigación sirve como un aporte al estudio del comportamiento porque que explica y predice el posible desempeño de la muestra en los deportistas. Palabras clave: Rumiación cognitiva, estudiantes universitarios, deportistas, desempeño escolar y deportivo. Abstract. Cognitive rumination includes intrusive thoughts that cause discomfort this behavior arises as a way to combat psychological pain. It is likely, that this happens with high frequency to university athletes because high levels of rumination are observed in most studies. Method: the study design was quantitative, descriptive cross-sectional, the sample was made up of 95 university athletes, 60% were men and 40% women, the average age was 20.09, the instrument used was the cognitive rumination scale. The analysis of results was carried out with the SPSS V.25 program, with which descriptive statistics and a non-parametric analysis using the Mann Whitney U were used. Results: In two dimensions there were higher rates: in reproaches, 17.9% think about their defects and that the situations they usually experience had different results; and in reflection, 28.4% constantly think about their fatigue, just as 21.1% think about the impossibility of concentrating. According to the Mann Whitney U, students who work and have a longer academic duration may indicate that they experience lower rates of cognitive rumination. Conclusion: sport has an impact to improve the performance of student athletes. This research serves as a contribution to the study of behavior because it explains and predicts the possible performance of the sample in athletes. Keywords: Cognitive rumination, university students, athletes, school and sports performance.

La estructura familiar ha experimentado cambios significativos en las últimas décadas, con un aumento de hogares monoparentales en Latinoamérica. Este estudio se enfocó en analizar la relación entre la ausencia parental, el bienestar emocional y el desempeño escolar de niños en estos hogares. La metodología incluyó una revisión crítica de la literatura científica actual, seleccionando 15 artículos publicados entre 2019 y 2024 que cumplían con criterios específicos de inclusión. Los resultados revelaron un impacto negativo significativo de la ausencia parental en el bienestar emocional de los niños, quienes mostraron baja autoestima, sentimientos de soledad, depresión y ansiedad. Además, se encontró una correlación negativa entre la ausencia parental y el desempeño escolar, con menores en hogares monoparentales obteniendo calificaciones más bajas y enfrentando dificultades de aprendizaje. Estos hallazgos resaltan la importancia de considerar el apoyo emocional y la estructura familiar en el desarrollo de los niños en hogares monoparentales, subrayando la necesidad de políticas públicas y programas de apoyo específicos para estos contextos.

Copyright of Rastros Rostros is the property of Universidad Cooperativa de Colombia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

El rendimiento académico se evaluó desde la aptitud de los alumnos, en esta línea de investigación se han desarrollado trabajos en diferentes ámbitos que tienen la limitación para acceder a instrumentos que evalúen el rendimiento académico desde la percepción del alumno. Esta investigación tuvo como objetivo analizar la validez y confiabilidad de la escala de rendimiento académico desde la percepción del alumno, según la perspectiva de los educandos en universidades privadas en Perú. Para tal efecto, se empleó un diseño instrumental, con una muestra de 282 alumnos seleccionados mediante un muestreo no probabilístico por criterios. Los índices de ajuste comparativo presentaron valores aceptables (CFI, 0,97; TLI, 0,97), los índices de bondad de ajuste también son aceptables (RMSEA, 0.088; SRMR, 0.072), el análisis factorial solo ha validado 18 ítems con las tres dimensiones; la confiabilidad ha presentado valores superiores a 0.80. Por lo tanto, se concluye que la escala puede ser utilizada como una herramienta de diagnóstico y evaluación integral, para mejorar los hábitos de estudio de los alumnos, y replantear nuevas estrategias de enseñanza considerando las necesidades de los docentes.

Motivated by the need to explore factors related to academic performance beyond those regularly examined, this research analyzes two context variables that have been overlooked and offer inconclusive findings so far: lighting and temperature conditions at schools. To reach this goal, this research uses multilevel models and the OECD's Programme for International Student Assessment (PISA) of 2012 to measure the incidence on mathematics outcomes. Once accounted by characteristics of students and schools, as well as educational processes, it is found that the average score is 15 points lower and the probability of achieving below the basic level of performance is 10 percent higher for students in schools with inadequate temperature and lighting conditions. Likewise, those conditions reduce the effect that teaching practices, disciplinary environment and school day have on learning. [ABSTRACT FROM AUTHOR]

Copyright of Revista de Ciencias Sociales (13159518) is the property of Revista de Ciencias Sociales de la Universidad del Zulia Venezuela and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Didasc@lia: Didáctica y Educación is the property of Universitaria de Las Tunas, Centro de Estudios de Didactica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Approximately 2000 indigenous students at Institución Educativa Privada Prescott in Puno, located in the Andes high on the Altiplano of Lake Titicaca, have been instructed in Transcendental Meditation. In this study, we examine the impact of home isolation during the COVID-19 pandemic on physical, cognitive, and emotional health, and school performance for a group of 54 meditating students, and contrast these results to a comparison group of 53 meditating students who reported their health and learning prior to the pandemic. The study is the first to consider the association of home isolation on students practicing meditation in a group: (A) at the same time of day and in the same place as part of their daily school routine and (B) during online sessions at the same time of day but in a different place. Findings indicate both approaches to group meditation before and during the pandemic produced favourable results for health and school performance. [ABSTRACT FROM AUTHOR]

The present study aims to characterize the impact of organizational learning (AO) and human capital (CH) on the organizational performance (DO) of upper-level secondary education institutions from the state of Tamaulipas, Mexico. The methodological approach is quantitative, non-experimental, and explanatory. The sample consists of 448 teachers. Gathered data is examined by conducting exploratory and confirmatory factorial analyzes, followed by modeling of structural equations to assess the effects of AO and CH competencies on DO. The results show that learning partially mediates the relationship between human capital and organizational performance. The subjects (without distinction by campus type) equally assess the effect of the independent variables (AO and CH) on the dependent variable (DO). It is concluded that based on these results, educational authorities will be able to make decisions by focusing on enhancing teaching skills to improve institutional indicators. [ABSTRACT FROM AUTHOR]

La medición de calidad educativa es un proceso complejo y multidimensional que abarca tanto el desarrollo cognitivo de los y las estudiantes como su crecimiento personal y social en la escuela. Al respecto, este artículo analiza los resultados de la medición de calidad educativa en Chile realizada en 2018 para Segundo Medio, la cual se compone del desempeño en pruebas estandarizadas (SIMCE) y valoraciones que actores de la comunidad escolar otorgan al desarrollo personal y social que experimentan en su colegio (IDPS). En el nivel general, el rendimiento SIMCE muestra mejor logro en el sector privado que público, aunque las brechas se atenúan al controlar por las condiciones socioeconómicas del alumnado que se atiende. En cuanto a IDPS, el indicador de Participación y formación ciudadana se posiciona como el mejor evaluado entre estudiantes y padres y madres, mientras que los Hábitos de vida saludable representan al polo contrario. Por último, entre ambas líneas de medición de calidad educativa existiría una alta correspondencia, por cuanto los IDPS aportan densidad analítica y complementan la medición de calidad educativa a la vez que constituyen la base de sustentabilidad para el aprendizaje.

The COVID-19 pandemic forced many countries to impose a strict lockdown policy on citizens during a prolonged period of time, which led to changes in lifestyle habits. This unprecedented situation has given rise to numerous studies aimed at determining the effects of the changes brought about by this widespread lockdown. One of the important changes was the digitisation of education and, therefore, teaching, which caused a forced and abrupt immersion in distance learning. In this study, a quantitative methodology based on an ex post facto research design was used with the aim of analysing the impact of the COVID-19 lockdown on the academic performance of schoolchildren (aged 3-12 years). A total of 529 parents completed an ad hoc questionnaire on the impact of COVID-19 on their children's education in Spain. The results produced a robust model based on structural equations that explain 39.7% of the variance in academic performance at home. The family-school relationship was the variable with the greatest explanatory weight (β=.505; p<.05). In conclusion, the benefits derived from a strong relationship between families and schools, evidenced by the creation of cooperation and communication links, facilitate the management of shared educational challenges such as on-line education in times of crises. [ABSTRACT FROM AUTHOR]

Copyright of Ensaio: Avaliação e Políticas Públicas em Educação is the property of Ensaio: Avaliacao e Politicas Publicas em Educacao and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Ensaio: Avaliação e Políticas Públicas em Educação is the property of Ensaio: Avaliacao e Politicas Publicas em Educacao and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Ensaio: Avaliação e Políticas Públicas em Educação is the property of Ensaio: Avaliacao e Politicas Publicas em Educacao and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

El objetivo de esta investigación es conocer y describir un modelo empírico para un desempeño eficaz a partir de las técnicas en estudiantes de bachillerato. El diseño de investigación es cuantitativo, de tipo transversal y de predicción y control. La recolección de datos fue por medio de una encuesta. La muestra fue estratificada por semestre y sección de un bachillerato de la ciudad de Saltillo, Coahuila, seleccionando a un total de 263 estudiantes, de los cuales, 65% fueron mujeres y 35% hombres. Para la obtención de resultados, se realizó un análisis de regresión lineal, obteniendo un modelo a partir del lugar donde se desarrolla el aprendizaje y otro en relación con las técnicas empleadas por el docente. Concluyendo que las técnicas de instrucción que manejen aprendizajes elaboracionales deductivos y las representaciones de éstos en formatos visuales son fuente de un mejor aprovechamiento académico de los alumnos. Abstract The objective of this investigation is to understand and outline an empirical model for effective performance drawn from techniques in high school students. The investigative design is quantitative under a transversal type and of prediction and control. The recollection of data was performed with the use of a questionnaire. The sample was stratified per semester and section in a high school in Saltillo Coahuila where a total of 263 students were selected, those of which 65% were female and 35% were male. To obtain the findings, an analysis of a lineal regression was used, obtaining a model from where learning takes place and another in relation to techniques applied by the teacher. Concluding that instructional techniques which manage deductive elaborational learning and the representation of these through visual formats are a source of greater academic achievement of students.

This article compares the school performance of low-income students who attend schools where they represent small minorities with the average performance of students from the same social sector. To do this, it uses data from the Argentine chapter of the PISA 2018 bases. Based on them, it analyzes the performance of students by economic, social and cultural level, first comparing all students and then only those who attend schools where low-income students are small minorities. The results show that this group of students achieves higher than average performances. Although the study does not reach definitive conclusions, it suggests that the cultural and educational resources available to these students, plus the social composition and institutional characteristics of the schools they attend, could explain the higher levels of achievement. [ABSTRACT FROM AUTHOR]

Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Dilemas Contemporáneos: Educación, Política y Valores is the property of Dilemas Contemporaneos: Educacion, Politica y Valores and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Contaduría y Administración is the property of Facultad de Contaduria y Administracion-Universidad Nacional Autonoma de Mexico and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Este documento pretende hacer la descripción del rendimiento académico de los estudiantes de educación básica y media de la Institución Educativa Antonio Ricaurte (IEAR) de Florencia, departamento del Caquetá, según las asignaturas básicas establecidas en la Ley General de Educación Colombiana (Ley 115 de 1994), su estrato socioeconómico, su género y su contacto con el conflicto armado. El estudio está enmarcado en el proyecto de investigación “Representaciones sociales de los estudiantes de la IEAR acerca del postconflicto” del programa ONDAS Colciencias, el cual concibe en unos de sus interrogantes, indagar si el conflicto armado incide en el desempeño académico de los estudiantes. Desde el ámbito metodológico se realizaron análisis estadísticos descriptivos y correlacionales de las variables. La transcendencia del estudio se valora en los aportes que el proceso estadístico hizo en torno al análisis de la información del desempeño escolar de los estudiantes en función de la variable conflicto armado, que en el departamento del Caquetá ha tenido mucha influencia en el ámbito social de los habitantes.

Antecedentes: Investigaciones recientes muestran que en México el color de piel es relevante para resultados de vida y para la movilidad social. Un canal de transmisión es la discriminación explícita. Otro posible canal supone que sean menores el esfuerzo y las aspiraciones de personas sujetas a estereotipos negativos por su color de piel. Ya que la sociedad valora ciertos rasgos físicos (identidad social), los individuos afectados pueden modificar su conducta y ajustar sus expectativas.Método: Realizamos un experimento de campo con estudiantes en secundarias de la Ciudad de México. Cada estudiante resolvió una prueba para medir habilidades cognitivas y un cuestionario sobre aspiraciones futuras. El diseño experimental consistió en revelar información de manera aleatoria antes de realizar la prueba. El grupo de control no recibió ninguna información. El tratamiento 1 recibió 12 imágenes de personajes públicos con tez clara antes de la prueba, el tratamiento 2 recibió una paleta de colores para autoevaluar el tono de piel, y el tratamiento 3 recibió ambas, el mosaico de imágenes y la paleta de colores.Resultados: Los resultados señalan que la identidad social y los estereotipos de color de piel afectan las aspiraciones y el desempeño de los jóvenes en México. El grupo que recibió la intervención, invocando la identificación social por tono de piel y su posible relación con resultados de vida, presentó un menor nivel de aspiraciones hacia el futuro (0.26 desviaciones estándar), comparado con los estudiantes en el grupo de control. Estos efectos provienen de las mujeres, lo que sugiere que son más sensibles al efecto negativo de los estereotipos.Conclusiones: Los resultados implican que aspectos culturales en la sociedad mexicana afectan el modo en que los jóvenes se comportan y toman decisiones. Por tanto, diferencias en resultados de vida y movilidad social en México para individuos similares, pero con tonos de piel distintos, también podrían explicarse por la existencia de estereotipos de color de piel.

The study aimed to investigate the association of risk and protection factors in the academic performance and life satisfaction of elementary school students. Participants included 400 students of both sexes, aged between 11 and 17 years, and 26 female teachers from public and private schools in the state of Rio de Janeiro. The instruments were: Social Skills Inventory for Adolescents, Social Support Perception Scale, Brazilian Youth Questionnaire and Maslach Burnout Inventory. Main results showed that exposure to family violence by the students, emotional exhaustion and low professional achievement by the teachers contribute to a poor performance of students in school. Students with indicators of social support by the family and the community and of self-control skills presented higher life satisfaction. This study reveals contextual and personal variables that affect students' socio-emotional and academic development which prove subsidies for future interventions. [ABSTRACT FROM AUTHOR]

This article evaluates the relationships that direct school costs and the organization of school places have with the performance of public schools, measured by the National High School Examination (Enem). It is based on the determinants of school performance from the school effect approach. This is a quantitative research, using multiple and quantum regressions, with fixed-effects panel data model. The sample was composed of Brazilian schools, analyzed between 2012 and 2015. The results indicate that there is a great oscillation in direct school costs between units of the same educational system, suggesting inequality in the distribution of financial resources. The findings also suggest that direct school costs do not explain the school results in the Enem exam, and that more resources do not necessarily translate into better performance. Finally, the findings indicate that the way in which resources are mobilized (in a planned and purposeful manner) can be the differential for learning. In addition, the study proposes a methodology to calculate direct school costs. [ABSTRACT FROM AUTHOR]

The development of critical thinking (CT) among students and its relationship with academic practice should be a primary goal of educational systems worldwide. This study aimed to determine the level of critical thinking among high school students and whether or not it is related to their academic achievement, as well as the most relevant characteristics of the analyzed sample. The study answers two main questions: what is the level of CT in 15 to 18-year-old high school students? And, is there any relationship between students' academic performance and their CT level? A quantitative approach was used as well as a non-experimental, cross-sectional, descriptive and correlational design. CT was determined by the Cornell Critical Thinking Test and the results were processed using STATA statistical software, version 11. [ABSTRACT FROM AUTHOR]

This paper seeks to identify when and how thoroughly Latin American primary education systems deal with concepts of “matter.” First, an analysis of their presence in the official curricula of 10 Latin American countries is made, as well as the problems identified by experts from different countries. Second, the results of the exploitation of data from the Second Regional Comparative and Explanatory Study (SERCE), developed by UNESCO, are shown. The study concludes that concepts of “matter” are present in the aforementioned curricula and in the classrooms of the 10 countries analyzed, although there are a number of differences between those countries. The importance of Science Education in teacher training is evidenced by the fact that the didactic resources and the methodology used by teachers in the classrooms will determine how science-based content is learnt. This methodology should consider students’ sociocultural context, balancing time dedicated to teaching whether in urban and rural schools or in state and public schools.

El presente artículo explora algunos de los factores que explican el desempeño escolar. Para ello se identificaron y caracterizaron perfiles de estudiantes chilenos de octavo grado de primaria (media 13.65 años de edad/DS 0.74), en función de su desempeño académico en la prueba de Historia, Geografía y Ciencias Sociales, y variables de contexto. La base de datos fue generada por el Sistema de Medición de la Calidad de la Educación de Chile (simce). La investigación se orientó desde el enfoque cuantitativo correlacional predictivo, utilizando el árbol de clasificación y regresión (cart). Las altas expectativas educacionales de la familia son el factor diferenciador más importante en el rendimiento escolar. Se discuten los resultados en función de la investigación y literatura generada respecto de estos temas.

O presente estudo está inserido na linha dos trabalhos que buscam compreender os diferentes fatores que influenciam o funcionamento das escolas da rede pública de ensino brasileira, bem como a sua qualidade, a partir da identificação de variáveis que impactam os resultados escolares, em particular o desempenho dos alunos medido pelos sistemas de avaliação utilizados pelo Inep/MEC. Os fatores que influenciam a proficiência são múltiplos e complexos, contemplando dinâmicas que atuam em diferentes níveis, desde o mais elementar, das características socioeconômicas e culturais dos indivíduos e de suas famílias, até as dinâmicas que ocorrem nas salas de aula, entre professores e alunos, e as características estruturais da escola. Alunos e seus responsáveis, diretores e professores das instituições de ensino são alguns dos atores relevantes que agem sobre o processo latente gerador de maiores ou menores rendimentos escolares. Mais especificamente, o objetivo do presente estudo é analisar os possíveis fatores que influenciam o desempenho escolar dos alunos do 5º ano do ensino fundamental, nas escolas públicas municipais da cidade do Rio de Janeiro. Para tanto, foram utilizados modelos hierárquicos com três níveis, que permitiram avaliar os efeitos de variáveis socioeconômicas e culturais e dos contextos familiares dos alunos, de práticas pedagógicas e estilos de ensinar dos docentes e, ainda, de políticas educacionais, aspectos da gestão e características das escolas. O estudo teve como fonte principal as informações provenientes da Prova Brasil 2007.

Background: Recent literature shows that, in Mexico, skin color is relevant for life outcomes and for social mobility. A possible transmission channel is explicit discrimination. Another possible channel is that the effort and aspirations may be affected by negative stereotypes attributed to dark-skinned individuals. Since society values certain physical traits (social identity), affected individuals can modify their behavior and expectations. Methods: We conducted a field experiment with middle school students in Mexico City. Each student solved a cognitive test and a questionnaire about future aspirations. The experimental design consisted of randomly revealing information before performing the test. The control group did not receive any information. Treatment 1 received twelve images of public characters with light or white skin prior taking the test, treatment 2 received a color palette to selfassess skin color and treatment 3 received both the mosaic of images and the palette of colors. Results: Results presented in here indicate that social identity and skin color stereotypes affect the aspirations and performance of young people in Mexico. The group that received the intervention invoking social identification by skin tone and its possible relation with life results, presented a lower level of aspirations towards the future (0.26 standard deviations), compared with the students in the control group. These effects come from women, suggesting that they are more sensitive to the negative effect of stereotypes. Conclusions: These results imply that cultural aspects in Mexico affect how young people behave and make decisions. Therefore, differences in life outcomes and social mobility for individuals with different skin color, but otherwise equal, could also be explained by the existence of negative stereotypes against darkskinned people. [ABSTRACT FROM AUTHOR]

This paper aims to analyze, in view of strategy implementation, why full-time High Schools in Pernambuco's Agreste region have performed differently in the latest assessments of the IDEPE. The research strategy adopted was a multiple-case study conducted at two schools. The results evidenced that while one school applied strategies and actions integrated to the pedagogical approach of full-time education, the other remained indifferent to the program's needs and requirements during the studied period. It is concluded that aspects associated with leadership, culture and organizational structure concurred to the different performance. This research contributes to the practice of school management and the improvement of educational outcomes. [ABSTRACT FROM AUTHOR]