Relación de los Indicadores de Desarrollo Personal y Social con los desempeños en las pruebas nacionales estandarizadas en colegios de una región del centro-sur de Chile

Abstract

Education in Chile is understood as a process that provides opportunities for the comprehensive development of children throughout the national territory. The state proposes a series of curricular tools to ensure the achievement of objectives and equity in the development of the presented content; however, there is a noted disparity in learning outcomes. This study aims to analyse factors influencing the results of the System for Measurement of the Quality of Education (SIMCE), which determines performance levels. A quantitative analytical methodology was used, employing a non-experimental cross-sectional approach with a non-probabilistic sample of 33 educational centres from two municipalities in a region in the central-southern part of Chile. The results reveal a positive relationship with indicators of personal and social development, with academic self-esteem, school motivation, and the school environment having the strongest correlation with standardized test scores. It is concluded that all indicators of personal and social development are positively related to SIMCE results, as demonstrated by schools with higher test scores exhibiting better performance in these indicators.