La desesperanza aprendida. Su influencia en el aprendizaje y el desempeño académico de los estudiantes
Abstract
El aprendizaje es un proceso en el que intervienen no solo factores cognitivos. Diversas investigaciones del ámbito educativo han establecido la importancia de los aspectos afectivo-emocionales y sociales en el mismo, remarcando sus repercusiones en el desempeño y logros académicos de los estudiantes. El presente artículo destaca la importancia de que las instituciones de educación superior en general y, en este caso la facultad de medicina, asuma los procesos educativos desde un paradigma en el que la formación de los futuros profesionales propicie el desarrollo integral de los mismos, contribuyendo a la prevención de dificultades de reprobación, repetición y abandono. Se explica la importancia de la desesperanza o indefensión aprendida, que desde del ámbito psicológico es descrita como una problemática emocional-afectiva que se refleja en el desempeño académico de los estudiantes y, que siendo resultado de experiencias negativas en entornos educativos que han descuidado la dimensión afectiva, debe ser considerada por la institución y especialmente por los docentes.
Learning is a process that involves not only cognitive factors. Various educational research have established the importance of affec-tive-emotional aspects and social in it, highlighting their impact on performance and academic achievement of students. The article highlights the importance of higher education institutions in general and, in this case medical school, take educational processes from a paradigm in which the formation of future professionals conducive to their integral development, contributing to difficulties preven-ting failure, repetition and dropout. It explains the importance of hopelessness or helplessness learned that from the psychological realm is described as an emotional-affective problems reflected in the academic performance of students and to be a result of negative experiences in educational settings that have neglected dimension affective, must be considered by the institution and especially for teachers.
Learning is a process that involves not only cognitive factors. Various educational research have established the importance of affec-tive-emotional aspects and social in it, highlighting their impact on performance and academic achievement of students. The article highlights the importance of higher education institutions in general and, in this case medical school, take educational processes from a paradigm in which the formation of future professionals conducive to their integral development, contributing to difficulties preven-ting failure, repetition and dropout. It explains the importance of hopelessness or helplessness learned that from the psychological realm is described as an emotional-affective problems reflected in the academic performance of students and to be a result of negative experiences in educational settings that have neglected dimension affective, must be considered by the institution and especially for teachers.
Description
Vol. 35, No. 2