Influencia de los hábitos de estudio, la autoestima y el autocontrol en el rendimiento académico universitario
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Horizontes Rev. Inv. Cs. Edu.
Abstract
El desarrollo el estudio planteo como objetivo el determinar la influencia de los hábitos de estudio, autoestima y autocontrol en el rendimiento académico en estudiantes universitarios, para ello la investigación aplico un método cuantificable, descriptivo a nivel correlacional causal aplicando un diseño que no interviene en las variables de manera intencional, trabajando con una muestra de 126 estudiantes de la facultad de educación de una universidad de Lima. En cuanto a los hábitos de estudio, el 59,5 % presentó un nivel medio, el 23,0 % un nivel alto y el 17,5 % un nivel bajo. De igual manera según los hábitos de estudio, el 59,5 % presentó un nivel medio, el 23,0 % un nivel alto y el 17,5 % un nivel bajo. Asimismo, en referencia al nivel general de autocontrol, el 57,9 % de los estudiantes se ubicó en el nivel medio, seguido por el 24,6 % en el nivel alto y el 17,5 % en el nivel bajo. En relación con el rendimiento académico de los estudiantes universitarios, el 46,8 % presentó un nivel medio, seguido por el 32,5 % que alcanzó un nivel alto y el 20,6 % que se ubicó en un nivel bajo. Se concluyo que los hábitos de estudio, autoestima y autocontrol influyen significativamente en un 80.2% según el coeficiente de Nagelkerke con el rendimiento académico
The objective of the study was to determine the influence of study habits, self-esteem and self-control on academic performance in university students, for this purpose the research applied a quantifiable, descriptive method at a causal correlational level, applying a design that does not intervene in the variables intentionally, working with a sample of 126 students from the faculty of education of a university in Lima. Regarding study habits, 59.5 % presented a medium level, 23.0 % a high level and 17.5 % a low level. Similarly, according to study habits, 59.5 % presented a medium level, 23.0 % a high level and 17.5 % a low level. Likewise, in reference to the general level of self-control, 57.9 % of the students were at the medium level, followed by 24.6 % at the high level and 17.5 % at the low level. In relation to the academic performance of university students, 46.8 % presented a medium level, followed by 32.5 % who reached a high level and 20.6 % who were at a low level. It was concluded that study habits, self-esteem and self-control significantly influence academic performance by 80.2% according to the Nagelkerke coefficient.
The objective of the study was to determine the influence of study habits, self-esteem and self-control on academic performance in university students, for this purpose the research applied a quantifiable, descriptive method at a causal correlational level, applying a design that does not intervene in the variables intentionally, working with a sample of 126 students from the faculty of education of a university in Lima. Regarding study habits, 59.5 % presented a medium level, 23.0 % a high level and 17.5 % a low level. Similarly, according to study habits, 59.5 % presented a medium level, 23.0 % a high level and 17.5 % a low level. Likewise, in reference to the general level of self-control, 57.9 % of the students were at the medium level, followed by 24.6 % at the high level and 17.5 % at the low level. In relation to the academic performance of university students, 46.8 % presented a medium level, followed by 32.5 % who reached a high level and 20.6 % who were at a low level. It was concluded that study habits, self-esteem and self-control significantly influence academic performance by 80.2% according to the Nagelkerke coefficient.
Description
Vol. 9, No. 38