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Este trabalho baseia-se nos dados do PISA de 2018, para Portugal, e tem como objetivo determinar os fatores escolares que estão associados à resiliência académica dos alunos portugueses. Os indicadores baseados em avaliações internacionais podem ser usados para medir o sucesso escolar, auxiliando os agentes de educação a promover uma maior equidade. Foram utilizados dados dos questionários PISA aos alunos, às escolas e também aos professores, para um total de 5932 alunos, 276 escolas e 5452 professores participantes. Foi considerado um modelo estatístico probit, para estudar o impacto das características escolares na resiliência académica dos alunos portugueses. Como resultado, o estudo comprovou que o género, o índice socioeconómico, a média escolar do índice socioeconómico, a dimensão da turma, as ajudas extra e a assiduidade dos alunos às aulas estão relacionadas com a resiliência académica, para os dados em estudo. Apesar do efeito escola como um todo não ser significativo, algumas características das escolas parecem estar associadas a uma maior resiliência dos alunos portugueses que são considerados socioeconomicamente desfavorecidos, podendo daqui serem retiradas ilações para a gestão escolar.
This work is based on PISA's 2018 data from Portugal and has the purpose of determining which are the educational factors associated with the academic resilience of the Portuguese students. The indicators based on international evaluations can be used to measure academic success, helping the educational agents to promote a wider equity. The data of the students’, schools’ and teachers' PISA questionnaires was also used, where it was possible to count a total of 5932 students of 276 schools and 5452 teachers. A probit statistical model was chosen to analyse the impact of the academic characteristics in the educational resilience of the Portuguese students. As a result, this study showed that the gender, the social-economic index, the school average of social-economic index, the class size, the extra help provided by school and the student's attendance are directly related with the academic resilience. Although the school effect as a whole is not significant, some school characteristics seem to be associated with higher resilience of Portuguese students that are economically unfavoured, and therefore managerial implications may be obtain from the analysis.
This work is based on PISA's 2018 data from Portugal and has the purpose of determining which are the educational factors associated with the academic resilience of the Portuguese students. The indicators based on international evaluations can be used to measure academic success, helping the educational agents to promote a wider equity. The data of the students’, schools’ and teachers' PISA questionnaires was also used, where it was possible to count a total of 5932 students of 276 schools and 5452 teachers. A probit statistical model was chosen to analyse the impact of the academic characteristics in the educational resilience of the Portuguese students. As a result, this study showed that the gender, the social-economic index, the school average of social-economic index, the class size, the extra help provided by school and the student's attendance are directly related with the academic resilience. Although the school effect as a whole is not significant, some school characteristics seem to be associated with higher resilience of Portuguese students that are economically unfavoured, and therefore managerial implications may be obtain from the analysis.
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Resiliência académica Fatores escolares Portugal PISA Academic resilience School factors