Browsing by Author "Herskovic, Luis"

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    Cluster and trajectory analysis of motivation in an emergency remote programming course
    (2024) Jahr Andrade, Andrés Sebastián; Meza Ledezma, Javiera Francisca; Munoz-Gama, Jorge; Herskovic, Luis; Herskovic Maida, Valeria Paz
    Emergency remote teaching is a temporary change in the way education occurs, whereby an educational system unexpectedly becomes entirely remote. This article analyzes the motivation of students undertaking a university course over one semester of emergency remote teaching in the context of the COVID-19 pandemic. University students undertaking a programming course were surveyed three times during one semester, about motivation and COVID concern. This work explores which student motivation profiles existed, how motivation evolved, and whether concern about the pandemic was a factor affecting motivation throughout the course. The most adaptive profile was highly motivated, more prepared and less frustrated by the conditions of the course. However, this cluster experienced the highest levels of COVID-19 concern. The least adaptive cluster behaved as a mirror image of the most adaptive cluster. Clear differences were found between the clusters that showed the most and least concern about COVID-19
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    Higher education trajectories of migrants and the role of age of arrival: evidence from native and migrant students in Chile
    (2024) Abufhele, Alejandra; Herskovic, Luis; Alarcon, Samanta
    Higher education is a powerful tool for migrant integration into destination countries. This paper presents an empirical comparison between native and migrant students in Chile, focusing on their trajectory through different transitions: high school graduation, performance on university entrance exams, and decision to enroll in technical or university higher education. Results show that, when controlling for school performance, natives are more likely to complete every transition compared to migrant students, except in the enrollment to technical higher education where migrants have a higher rate. However, we also show that the timing of arrival to the educational system matters and that the differences between groups completely disappear if migrant students arrive before age 10 in the educational system. Therefore, we expand the educational literature by empirically showing that when migrants enter the school system is crucial. If they arrive early in life, they can have a trajectory similar to that of native students.