Browsing by Tema "Academic achievement"

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Academic Leadership and Learning Achievement of Health Professional Trainees
(2023) Mónica Ocampo Pacheco; David Hugo Bernedo-Moreira; Juan Alberto Almirón Cuentas; María Magdalena Portilla-Linares; Jorge Valdez-Portilla; Jaime Natanael Gonzales López
Introduction: Academic leadership is presented as a determining factor to enhance the learning achievements of students, ensuring that they acquire competencies necessary to face the challenges of the health system. This leadership, understood as the ability of teachers and educational managers to guide, motivate and structure effective training processes, has a direct impact on the quality of education and the professional performance of future health care workers.Objective: To determine the relationship between academic leadership and the learning achievements of professionals in training in the health field.Methods: Quantitative, basic or pure, non-experimental, cross-sectional and correlational research.Results: A correlation coefficient Rho=0.918 for the study variables, and a value of p=0.000.Conclusions: Academic leadership plays a crucial role in the formation of competent students, capable of facing the challenges of the work environment and providing quality services. This study highlights the importance of implementing professional development programs focused on transformational leadership skills, effective formative assessment and innovative pedagogical strategies
Academic stress as a predictor of mental health in university students
(Taylor & Francis, 2023) Pamela Córdova Olivera; Patricia Gasser Gordillo; Hernán Naranjo Mejía; Isabel La Fuente Taborga; Alberto Grájeda; Alberto Sanjinés Unzueta
Identifying the relationship between academic stress and mental health of undergraduate university students is crucial for reducing and understanding its negative effects, enhancing students’ ability to cope with stressful situations, and thereby reducing the harm it causes on academic performance and overall well-being. This study aims to examine the correlation and predictive value of academic stress on mental health in undergraduate university students. A representative sample of 1,265 undergraduate university students from a private university in Bolivia was assessed using Pearson’s correlation analysis to determine the predictive value of academic stress on mental health. To validate the measurements obtained, a stepwise Hierarchical Multiple Linear Regression analysis was applied. A probability model was estimated to identify academic stressors that contribute to the probability of students experiencing Languishing Mental Health. The study revealed that Self-inflicted Stress was the most significant stressor among undergraduate students. This indicates that students’ self-demands and self-efficacy perceptions are essential factors in the development of high academic stress levels. There is a clear correlation between high levels of academic stress and the probability of experiencing Languishing Mental Health.
Clima del aula inclusiva y logros académicos desde la experiencia docente
(Rev. Simón Rodríguez, 2025) Urquizo Esparza, Ruby Liz; Baylon Salvador, Esther Genoveva; Orihuela Ticona, Richar Cristian
Considerando la relevancia de la educación inclusiva para el cumplimiento del ODS 4, este estudio explora la percepción del impacto del clima de aula inclusiva en los logros académicos desde la experiencia docente. Se empleó un enfoque cualitativo con diseño fenomenológico, aplicando entrevistas semiestructuradas a ocho profesionales en educación con experiencia en inclusión. Los resultados evidencian que el aula inclusiva favorece el aprendizaje mediante trabajos colaborativos, establece acuerdos de convivencia participativos y promueve interdependencia positiva para el aprendizaje significativo. Se identificaron cuatro dimensiones clave: afectiva, cognitiva, social y física. Se concluye que un clima de aula inclusivo genera impacto positivo en el aprendizaje a través de estrategias colaborativas y políticas de diversidad, aunque persisten barreras como prejuicios sociales y limitaciones de infraestructura que obstaculizan la inclusión efectiva.
Cross-cultural and psychometric validation of the ‘GRIT-S’ scale for measuring academic tenacity in medical students in Spanish
(Taylor & Francis, 2024) Sandra Ximena Jaramillo-Rincón; Fernando Vázquez Peña; Lina Rodríguez; Elena María Trujillo Maza
Professional success depends on more than just academic achievements frequently defined and evaluated as grades, academic averages and approval of semesters. Other non-cognitive factors, such as ‘grit’, or academic persistence, have been related to a decrease in academic dropout and success prediction. But it has not been measured in medical students. This study seeks cross-cultural psychometric validation in Spanish of the GRIT-S questionnaire in its original version to measure academic persistence in medical students. Cross-cultural adaptation of the questionnaire was carried out based on the ISPOR standards (cultural translation and adaptation of texts). The final questionnaire was applied to 427 medical students. Confirmatory factor analysis was performed. The analysis was performed with Lisrel 9.30 student version. The questionnaire did not show difficulty in content or comprehension on the part of the students. The exploratory factor analysis identified two constructs: Consistency in interests and persistence of effort. A confirmatory factor analysis was performed with a sample size of 427 subjects. The overall fit indices indicate good fit: Root Mean Square Error of Approximation (RMSEA) 0.0509 (< = 0.08), Normed Fit Index (NFI) 0.978 (> 0.9), Comparative Fit Index (CFI) 0.996 (> 0.9), Standardized RMR (SRMR) 0.0361 (< 0.08), chi-square p-value 0.217. The GRIT-S questionnaire in Spanish is a feasible, valid, and change-sensitive tool when applied to medical students. It presents psychometric properties comparable to the original questionnaire, allowing its application for future studies and interventions focused on the academic success of this population.
Desarrollo de habilidades sociales en contextos educativos: una revisión sistemática internacional
(Rev. Simón Rodríguez, 2025) Parra Galvez, Nathalie; Palacios Sánchez, José Manuel; Brizuela López, Mariella Pilar; Pérez Guevara, Luciano
Este estudio analiza el papel de las habilidades sociales en los distintos niveles educativos (inicial, básico y superior), para destacar sus beneficios para el aprendizaje, la interacción y el rendimiento escolar. Se realizó una revisión sistemática entre 2020 y 2023, con el empleo de fuentes: Scopus, Scielo, Dialnet, ERIC, Redalyc y Google Scholar, y se aplicaron operadores booleanos junto con criterios de inclusión y exclusión según la metodología PRISMA. De 786 documentos iniciales, se seleccionaron 50 artículos relevantes. Los resultados muestran que los estudiantes con habilidades sociales desarrolladas presentan mejor adaptación, rendimiento académico y relaciones interpersonales; sin embargo, en muchos contextos educativos persisten carencias significativas. La discusión revela que estrategias didácticas, programas psicoeducativos y actividades colaborativas fortalecen estas competencias. El estudio concluye que integrar el desarrollo de habilidades sociales en los planes curriculares mejora la formación integral del estudiante.
Discrimination of Students of Medical Sciences with High and Low Academic Achievement Based on the Components of Academic Procras-tination and Stressors
(Bushehr University of Medical Sciences, 2019) Sohila Mohammadalizadeh nobar; Javād Mesrābādi; Shabnam Mashhooni
Background: Academic achievement is the result of a number of socio-occupational variables. Procrastination and stress are important predictors of such variables. The purpose of this study is to distinguish students with high and low academic achievement based on procrastination factors and psychosocial stressors.
Early retention: Are there long-term beneficial effects?
(Wiley, 1992) Amanda Thomas; Lisa Armistead; Tracy Kempton; Sean Lynch; Rex Forehand; Sarah Nousiainen; Bryan Neighbors; Lynne Tannenbaum
The purpose of this study was to examine whether retention of kindergarten and first-grade children is associated with long-term beneficial effects. Thirty-one children who had been retained were compared to 31 children who had similar grades but had never been retained. The dependent measures were grade point average in the second through fifth grades and four teacher-assessed areas of functioning in the fourth and fifth grade: social competence, cognitive competence, externalizing problems, and internalizing problems. The results indicated that retention was not associated with long-term beneficial effects but rather, especially for White children, appeared to be associated with poorer academic and social functioning. Implications and limitations of the study are discussed.
Estilos de aprendizaje y rendimiento académico en estudiantes de una universidad nacional peruana
(Horizontes Rev. Inv. Cs. Edu., 2023) Toribio, Eduardo Gottardo Orosco; León, Omar Eduardo Orosco; Alcala, Ginger Kimberly Salguero; Vilca, Carlos Sixto Vega
El rendimiento académico es una preocupación constante, tanto de los maestros como de los estudiantes, debido a que es el resultado de las enseñanzas que se dan en clase; es por ello, que últimamente se ha considerado de suma importancia los diferentes estilos de aprendizaje que desarrollan los estudiantes. El objetivo fue establecer la relación entre los estilos de aprendizaje y el desempeño académico en discentes de enfermería. La metodología fue por medio de la investigación descriptiva, correlacional y no experimental. El instrumento fue un cuestionario de estilos de aprendizaje de Alonso et al. (CHAEA) y las actas promocionales para el rendimiento académico. Como resultados se mostró una correlación positiva fuerte con un p=0.856 entre el logro académico y los estilos de aprendizaje. Concluyéndose que el desempeño académico tiene relación directa con el estilo reflexivo y teórico; y, presenta una relación directa moderada con el estilo activo y estilo pragmático.
Impacto de la gamificación en la motivación y rendimiento académico estudiantil: Una revisión sistemática
(Rev. Simón Rodríguez, 2025) García Quincha, Lissbeth Germania
Esta revisión sistemática examina el impacto de la gamificación en la motivación estudiantil y el rendimiento académico en entornos educativos. El objetivo fue sintetizar la evidencia empírica reciente del periodo 2015-2025, considerando estudios publicados en inglés, español y portugués en diversos niveles educativos. La metodología siguió el protocolo PRISMA, utilizando cuatro bases de datos principales (Scopus, Web of Science, SciELO y Redalyc), con rigurosos criterios de inclusión y exclusión. Se analizaron treinta y siete artículos con enfoques cuantitativos, cualitativos y mixtos. Los resultados confirman que la gamificación mejora de manera consistente la motivación y el compromiso estudiantil, especialmente cuando los elementos de diseño de juego como niveles, recompensas, narrativas y retroalimentación inmediata se utilizan de forma intencionada. Los efectos positivos en el rendimiento académico son más notorios en implementaciones estructuradas y adaptadas al contexto. Sin embargo, las aplicaciones superficiales y la falta de alineación con los objetivos pedagógicos limitan su eficacia. Se concluyó que la gamificación emerge como una estrategia prometedora para fomentar el aprendizaje activo, inclusivo y significativo.
Life Histories of Indigenous STEM Graduate Students from Chile: A Culturally Coexistent Learning Approach of Academic and Ethnic Identities
(Taylor & Francis, 2025) Marta Silva; Isabel Pavez
Participación social y salud mental: análisis antes-durante la pandemia en Estudiantes de Terapia Ocupacional (Concepción-Chile)
(Fides Et Ratio, 2025) Segura-Carrillo, Cristian; Chesta-Sanhueza, Paola; Isla-Sáez, María Daniela; Márquez-Cabezas, Marjory
La implementación de la virtualidad como estrategia para continuar la docencia y la formación de los estudiantes durante la pandemia trajo consigo una disminución en la participación social. Este estudio analiza los cambios percibidos en la participación social y sus consecuencias en la salud mental y el rendimiento académico de los estudiantes de Terapia Ocupacional en el contexto de clases virtuales durante la pandemia. El estudio se realizó desde una perspectiva cualitativa, utilizando un enfoque fenomenológico. Las participantes fueron estudiantes de cuarto año de la carrera de Terapia Ocupacional en una universidad chilena, quienes experimentaron tanto clases presenciales como virtuales durante la pandemia. Los resultados indican que las clases virtuales tuvieron diversas implicaciones en la participación social, provocando aislamiento social y afectando negativamente la percepción de la salud mental. Los síntomas reportados incluyen temor, ansiedad, estrés y una sensación de angustia e incertidumbre. No obstante, las informantes desarrollaron estrategias para mitigar los efectos del estrés académico, el encierro y la convivencia familiar.
Teacher–Child Relationships and the Development of Academic and Behavioral Skills During Elementary School: A Within- and Between-Child Analysis
(Wiley, 2011) Carolina Maldonado‐Carreño; Elizabeth Votruba‐Drzal
Despite recent growth in research highlighting the potential of teacher-child relationships to promote children's development during the early years of school, questions remain about the importance of these relationships across elementary school. Using data from the NICHD Study of Early Child Care (N = 1,364), this study examines between- and within-child associations between teacher-child relationship quality and children's academic achievement and behavior problems from kindergarten (ages 4-6 years) through 5th grade (ages 9-11 years). Results suggest that increases in teacher-child relationship quality are associated with improvements in teacher-reported academic skills and reductions in behavior problems consistently throughout elementary school. As children progressed from kindergarten through fifth grade, the importance of teacher-child relationship quality is unchanging.
The Study of Relationship Between Students’ Cognitive and Meta-cognitive Strategies and Interactions in Virtual Education with Academic Achievement
(2011) Saeed Nasim; Hossein Zare; Nematolah Moosapour; Mohammad Reza Sarmadı; Mahmood Hormozi
Validation of the Spanish version of the Sense of Social and Academic Fit (SSF) Scale in Chilean undergraduate students and its association with academic, psychological, and socio- demographic variables
(Research Square (United States), 2024) Jorge Gaete; Bernardita Tornero; Marcela Cárcamo; Jorge Tricio; Cristian A. Rojas‐Barahona; Ricardo Araya
<title>Abstract</title> The global expansion of higher education has led to an increased enrollment of first-generation students, presenting opportunities and challenges for institutions. Despite efforts to support these students, they often face lower graduation rates and higher dropout rates. Among the factors influencing student success, the sense of belonging has emerged as a critical determinant. This study reports the validation of the Spanish version of the Sense of Social and Academic Fit (SSF) scale in the context of a private university in Santiago, Chile, with a predominantly first-year student sample. The psychometric evaluations of the scale included: (i) factor structure, (ii) internal consistency, and (iii) association with several individual (e.g., history of academic achievement in high school, grit, self-control, motives for attending college) and contextual factors (e.g., parents´ education background, attendance to private, subsidized and state schools, financing higher education). Results indicated a multifactor structure, with three underlying factors identified as a Sense of belonging, a Sense of educational alienation, and a Sense of affinity. Internal consistency for all subscales and the total scale was good. Association analyses found that private school dependency was positively associated with the SSF total score, and the extrinsic self-oriented motives subscale was negatively associated with the SSF total score. This study contributes to the literature by examining the psychometric properties of the Spanish version of the SSF scale in a Latin American context.
When the Second Generation do not Lag behind: Evidence on the Academic Performance of Children of Immigrants in Andalusia
(University of Navarre, 2015) Alberto Álvarez-Sotomayor; Gloria Martínez Cousinou; David Gutiérrez‐Rubio
This paper contributes to the knowledge about the academic attainment of children of immigrants in Spain and, specifi cally, in Andalusia. By using data from PISA, it is analyzed both the gap between immigrant and native students, and the effect that several variables of interest produce on such gap. Results confi rm the already known academic disadvantage of immigrant students, but they also reveal an aspect that has been scarcely spread: second generation pupils and those coming from mixed parental couples perform as well as their native peers do. Higher educational level of their parents and higher household socio-cultural level contribute signifi cantly to their outcomes.