FIng - Artículos de Revista

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http://repositorio.unab.cl//handle/ria/751

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Examinando FIng - Artículos de Revista por Autor "Acuña-Rodríguez, M."

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    A CHASIDE Test-based Analysis for Identifying Adolescents Characteristics Impacting their Vocational Orientation: Case of private schools in the city Barranquilla, Colombia
    (Elsevier, 2024) Acosta, C.; Acuña-Rodríguez, M.; Peñaranda-Osorio, E.; Gatica, G.; Córdova, A.
    This research is oriented to the identification of characteristics in the choice of professional careers in adolescents in eleventh grade. A total of 270 young people between the ages of 15 and 20 years old, all students at private schools in the city of Barranquilla, Colombia, were surveyed. A test called CHASIDE was used, which is focused on the occupational environment. Among the results, we found career options chosen by the students, the different inclinations in the workplaces where they plan to work, competencies in adolescents regarding the choice of career, and the identification of learning channels according to areas of knowledge. In the future, we seek to analyze whether there is a relationship between learning channels, personality, and career choice, and thus develop technological tools and algorithms for career choice, in order to address career orientation as the main axis of success in higher education.
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    Analysis of Self-efficacy and Attitude-mediated Inclusivity in Higher Education: A Case Study on the Colombian North Coast
    (Elsevier, 2024) Quintero, R.; Pertuz, L.; Mosalvo, J.; Amador, E.; Portnoy, I.; Acuña-Rodríguez, M.; Córdova, A.
    Inclusivity is a fundamental principle of education worldwide as it fosters the general well-being of students, educators, and other parties in the education sector. Moreover, inclusive education is a multidimensional phenomenon that many factors can influence. Thus, understanding the underlying interactions between those factors fostering inclusivity may help to inform decisions taken by the involved parties, such as education-related policymakers. This study examines the relationship between self-efficacy and the attitudes of higher education teachers toward inclusive education. We applied two psychometric survey-like instruments: the Self-Efficacy Scale for Inclusive Teaching Practices and the University and Disability Issues Scale. The study cohort comprised 68 higher education professors from universities in Barranquilla on the Colombian North Coast. We found that professors exhibiting favorable attitudes to adjusting the curricula, as well as higher sensitization and relationships with students in situations of disability, are prone to perceive higher self-efficacy and less extra burden arising from the tasks associated with inclusive education.