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Academic performance is a critical indicator of educational development, particularly in higher education, as it reflects learning outcomes and the competencies acquired during professional training. This study seeks to identify the cultural variables associated with motivation and their impact on academic performance among university students. A systematic literature review was conducted following PRISMA-P guidelines, drawing from databases such as Web of Science (WoS), Education Resources Information Center (ERIC), Fuente Académica, and Scielo. Inclusion criteria focused on articles published in English and Spanish between 2000 and 2024, featuring participants aged 18 to 29 years. Following the screening process, 10 studies were selected. The findings reveal that collectivism and individualism—both in their vertical and horizontal dimensions—are key cultural variables, along with cultural beliefs about academic performance. Individualism is linked to intrinsic motivation, while collectivism is associated with extrinsic motivation. This review underscores the significant role of cultural variables and motivation in shaping the academic performance of emerging adult university students, highlighting their importance for analysis and application in higher education. [ABSTRACT FROM AUTHOR]

This study evaluated the impact of redesigning a Moodle-based virtual platform for the Microbiology course on the academic performance of Pedagogy students in Experimental Sciences. The redesigned platform emphasized practical work and self-regulation, with activities such as laboratory reports and critical analysis of materials. Eighty-one students from the April-August 2024 period participated, divided into two groups that used the redesigned platform. Additionally, a comparison group of 22 students from the previous cycle who did not use the improved platform was included. Results were analyzed using non-parametric statistical tests (Wilcoxon and Kruskal-Wallis) to identify significant differences in evaluative components before and after the intervention. Results show a significant improvement in performance, particularly in practical and autonomous components, although no differences were observed in multiple-choice exams. The research supports the use of platforms like Moodle for autonomous learning and practical reinforcement in scientific disciplines, suggesting its potential to improve student performance and engagement in higher education environments. [ABSTRACT FROM AUTHOR]

This article aims to improve the level of academic performance of students in the tenth year of general basic education in the subject of Language and Literature through the implementation of didactic and innovative strategies, in an educational institution where the use of technology is limited; a participatory action-research methodology was applied, with a descriptive approach in a mixed study: qualitative and quantitative. The research instruments such as observation, survey, interview and analysis of academic performance contributed to make decisions in the process whose results were favorable, especially in the application of games with the gamification vision, where the 28 students found a playful and meaningful environment as a learning space. As a conclusion, students had better participation in classes and their learning mastery increased by 26% with respect to the first quarter of the academic period. [ABSTRACT FROM AUTHOR]

La intersección del aprendizaje centrado en el estudiante y la educación socioemocional ha sido relevante para comprender las dinámicas en Educación Superior en la construcción de las personas, los ciudadanos y los profesionales. En Chile, la incorporación de estos enfoques se ha expandido con el propósito de formar a estudiantes capaces de enfrentar desafíos académicos y emocionales, siendo competentes y sin afectación de su salud mental. El propósito fue analizar la implementación de dichos enfoques en la Educación Superior chilena, sus efectos en rendimiento académico y competencias socioemocionales de estudiantes. De una búsqueda exhaustiva en bases de datos PubMed, Scopus y Web of Science, se seleccionaron estudios publicados hasta el año el 2023; 18 de los cuales 12 presentaron datos cuantitativos para un metaanálisis. Los resultados indican mejoras significativas en competencias socioemocionales y rendimiento académico; efectos positivos en bienestar y rendimiento estudiantil, con desafíos en estandarización y sostenibilidad de estos programas. The intersection of student-centered learning and social-emotional education has been relevant to understanding the dynamics in Higher Education in the construction of people, citizens and professionals. In Chile, the incorporation of these approaches has expanded with the purpose of training students capable of facing academic and emotional challenges, being competent and without affecting their mental health. The purpose was to analyze the implementation of these approaches in Chilean Higher Education, their effects on academic performance and socio-emotional competencies of students. From an exhaustive search in PubMed, Scopus and Web of Science databases, studies published until 2023 were selected; 18 of which 12 presented quantitative data for a meta-analysis. The results indicate significant improvements in socio-emotional competencies and academic performance; positive effects on student well-being and performance, with challenges in standardization and sustainability of these programs. [ABSTRACT FROM AUTHOR]

This research analyzes the impact of Artificial Intelligence (AI) in the university setting, highlighting how it personalizes learning and enhances academic efficiency. AI transforms education by offering timely and effective strategies, although its excessive use by students may limit creativity. Therefore, proper academic guidance is essential to balance the responsible use of this technology and promote educational quality. The objective of this study is to evaluate the impact of AI on the academic performance of students from the Faculty of Electronics and Industrial Systems at the Technical University of Ambato. A quantitative methodology was employed to gather reliable and statistically significant data on the use of AI-based tools. Through surveys, the degree of use and students' perceptions of AI’s usefulness in their learning process were identified. The results revealed high acceptance and motivation toward learning about AI, demonstrating its potential to improve academic performance. However, the study emphasizes the importance of balancing technology use with the development of cognitive and creative skills. AI should be seen as a complementary tool that enriches the educational process, rather than replacing critical thinking and creativity. This study falls within the field of Information and Communication Technologies (ICT), specifically in the area of Artificial Intelligence. [ABSTRACT FROM AUTHOR]

Objectives: The COVID-19 crisis has led to extensive school closures, affecting education worldwide. This study investigates the impact of these closures on academic achievement in Ecuador, particularly for 4th-, 7th-, 10th-, and 12th-grade students. Methodology: A score-equating process was conducted to standardize test scores across different school years. The study spans four years and employs a fixed-effects regression model to analyze learning achievements. Results: The results indicate a significant adverse impact of the pandemic on academic achievements across all grades. On average, students' academic achievements in 2022 were substantially lower than those in the pre-pandemic years, suggesting a nearcomplete loss of learning. Conclusions: These findings underscore the profound negative effects of the COVID-19 pandemic on education in Ecuador and emphasize the urgent need for effective interventions to address learning loss and mitigate long-term consequences. [ABSTRACT FROM AUTHOR]

This article analyzes the relationship between emotional intelligence (EI) and academic performance in university students, particularly in virtual education contexts, and examines how EI functioned as an adaptation factor during the COVID-19 pandemic. The methodology was based on a document review, with scientific articles on the interaction between emotional skills and performance in online learning environments selected through the PRISMA method. The results indicate that EI plays a fundamental role in managing emotions such as stress and anxiety, factors that significantly impact academic performance in the virtual modality. It was found that students with high levels of EI demonstrated greater adaptability, emotional stability, and self-regulation, positively contributing to their academic achievements despite the challenges of remote learning. The conclusions highlight the importance of implementing EI development programs in universities, for both students and instructors, with the aim of strengthening emotional well-being and improving academic outcomes in higher education. EI not only facilitates the learning process but also enhances resilience and intrinsic motivation, which are essential in a context of uncertainty and constant change. [ABSTRACT FROM AUTHOR]

The relevance of improving arithmetic calculus learning in students is evidenced by its impact on overall academic performance and preparation for higher educational levels. The main objective of this quasi-experimental study, with a mixed approach, was to evaluate the effectiveness of a ludic strategy specifically designed to improve arithmetic calculation performance in sixth grade EGB students at the Isabel Robalino Educational Unit. A sample of 40 students was selected, divided into an experimental group, which participated in ludic activities for 12 weeks, and a control group, which continued with traditional methods. The methods applied included initial diagnostic tests, perception questionnaires for students and teachers, academic performance tests, and in-depth interviews with teachers and administrators, complemented by consultation with a panel of experts in mathematics education. The results showed that the experimental group experienced a significant improvement in their arithmetic calculation skills, in contrast to the control group. In addition, the perceptions of students and teachers were highly positive, highlighting the motivation and interest generated by the play activities, as well as their effectiveness in the understanding and application of mathematical concepts. The implemented ludic strategy proved to be an effective pedagogical tool, not only to improve academic performance, but also to increase students' interest and participation in learning arithmetic calculus. [ABSTRACT FROM AUTHOR]

The integration of playful strategies in mathematics education has emerged as a promising avenue for improving students' understanding and performance in this discipline. This study focused on evaluating the impact of a playful strategy specifically designed to teach the concept of division in seventh grade students. Adopting an experimental approach with a pretest-posttest design, two groups were formed: an experimental group of 29 students exposed to the ludic strategy and a control group of 28 students who followed the traditional curriculum. Participants were selected by non-probabilistic convenience sampling. Quantitative techniques were used for data collection and analysis, including statistical tests such as the Mann-Whitney U Test and the Signs Test for two related samples. The results revealed significant improvements in the experimental group in key areas such as understanding of division concepts, mastery of multiplication and division tables, and ability to solve mathematical problems. These findings underscore the effectiveness of play strategies in strengthening mathematical learning and suggest their potential to be incorporated more broadly into the educational curriculum. [ABSTRACT FROM AUTHOR]

The objective of this article is to analyze the relationship between intrinsic and extrinsic motivation and academic performance in university students, using an integrated approach based on empirical studies and systematic reviews to identify key factors influencing academic success across various disciplines and educational contexts. The methodology employed is a literature review based on the PRISMA 2020 method, which ensured a rigorous selection of articles through inclusion and exclusion criteria, guaranteeing the quality and relevance of the studies. Included were studies addressing both intrinsic and extrinsic motivation and their impact on academic performance, excluding those lacking empirical results or focused on educational levels other than higher education. Results show that intrinsic motivation, characterized by personal interest and self-regulation, significantly influences academic performance, enhancing students' understanding and engagement. Meanwhile, extrinsic motivation, linked to external rewards and recognition, is particularly relevant in educational contexts like distance learning, where it helps sustain persistence and reduce dropout rates. Additionally, differences were observed in the effectiveness of motivational factors depending on the discipline and educational environment, such as sports-related careers and academic recovery programs. In conclusion, academic success relies on a balanced combination of intrinsic and extrinsic motivation. The findings highlight the importance of creating educational environments that foster both students' internal interest and external support, tailored to the specific needs of each academic context. [ABSTRACT FROM AUTHOR]

The objective of this article was to explore the use of the virtual tool “Alphabetics” in improving the academic performance of basic education children with dyslexia. The need for the use of technology in children with dyslexia was raised so that the level of help of the program in question can be demonstrated. Access to children identified with dyslexia from the Ministry of Health of Ecuador in the province of Guayas was used, numbering 30, who were enrolled in an online language course. After applying the descriptive study, it was found that there is a significant difference in the means of both groups, with the group that used Alphabetics showing a greater improvement in their academic performance scores. The average grade rose from 8,400 when the tool was not used to 9,367 with its use, and the grade ranges were exceeded from between 7.98 - 8.82 to 9.18 - 9.55. [ABSTRACT FROM AUTHOR]

The question of language in school has an educational dimension of considerable social interest in Spain since a strong process of immersion in regional languages might be affecting students' performance depending on their linguistic and socio-cultural background. In this context, the paper's aim is to analyse the relations between economic, social, and cultural status (ESCS); the percentage of students who speak a different language at school than at home (language) and school performance in PISA (performance); and in particular to measure the predictive power of the second variable with respect to the third, from a territorial perspective. A methodology was developed based on bivariate linear regression analysis and structural equation modelling, and was applied to data regarding these three variables from the PISA 2015 and PISA 2022 databases. These secondary analyses have confirmed: (a) the importance of the predictive power of ESCS on performance consistently in both 2015 and 2022; (b) the intensification of the association between the two variables in that period; and (c) the emergence of a moderate but significant association of the language variable as a predictor of Performance at the territorial level. The impact of regional ESCS differences on performance increased significantly between 2015 and 2022, which is compatible with an increase in other territorial divides described in the literature. Moreover, the strong linguistic immersion models display significant differences between territories in terms of performance. For example, for this reason alone, Catalonia's delay compared to Madrid is approximately one school year. [ABSTRACT FROM AUTHOR]

Given the strong correlation between the results of the Chilean university admission tests and the socioeconomic level of the applicant, in 2014 the Grade Ranking was introduced as a complementary weighting factor, aimed at compensating for biases and favoring students with an outstanding school career. Through descriptive-inferential analyses, this article seeks to profile the high-achieving student (P-90), establishing the impact that contextual and/or theoretically relevant factors have on university enrollment. Among the main findings, it is reported that P-90 students, although they obtain better performance in admission tests, this performance is conditioned by socio-educational segmentation and, by default, limits enrollment options when they come from vulnerable sectors. In this sense, recognizing the importance of the Ranking as an attenuator of gaps, factors such as school quality and selectivity of the program continue to be decisive for admission to university education. [ABSTRACT FROM AUTHOR]

During the COVID-19 pandemic, the interactions between emotions and student learning in a virtual environment became more evident. In January 2024, Ecuador experienced another period of mandatory confinement, returning to virtual classes, providing an opportune period to evaluate this relationship in situ in experimental subjects. Thus, a non-experimental, quantitative crosssectional study was designed to measure the level of association between emotions with academic performance and the experience of high school students in Biology, Physics, and Chemistry subjects at an educational institution. The results showed that a higher frequency of positive emotions correlated with higher perceptions of academic performance and student learning. The opposite was true for negative emotions. The results suggest that predominantly positive emotional states are significantly associated with student academic performance, although at a low to moderate level. Studies on this topic should be expanded to elucidate emotionally effective strategies for learning practical and experimental subjects. [ABSTRACT FROM AUTHOR]

Executive functions (EF) are important cognitive skills for regulating behavior and achieving goals efficiently, especially in the educational context, where they act as mediating variables in various issues. This study explored the relationship between academic procrastination (AP), social media addiction (SMA), academic achievement (AA), and executive functions (EF) in 132 Mexican adolescents, employing a quantitative, non-experimental, cross-sectional design with descriptive and correlational scope. Significant correlations were identified, revealing that lack of emotional control and inhibition could foster SMA by driving unreflective usage, seeking instant gratification, and hindering reflection on consequences, thus increasing dependence and inability to resist impulses. Furthermore, it was observed that higher SMA was associated with increased academic procrastination, as these platforms offer distractions that contribute to postponing academic responsibilities. It was also identified that AP was linked to difficulties in EF related to planning and organization, which are essential for efficiently structuring time and activities. Lastly, better performance in the assessed EF correlated with improved AA, confirming that these cognitive skills enable students to adapt to various academic demands. In conclusion, the findings underscore the importance of implementing strategies to strengthen EF and prevent negative consequences associated with AP, SMA, and low AA. [ABSTRACT FROM AUTHOR]

Objective: to analyze the factors that influence the academic performance of students in Colombia, considering both individual characteristics and factors related to the educational institution. Methodology: a hierarchical econometric model was used to nest the data at different levels, and the individual results of the Saber 11° tests of the Colombian Institute for the Evaluation of Education were used for both semesters of 2021. Results: indicate that the nature of the school (public or private) is a key factor in student performance, explaining almost 11% of the differences between schools, despite the fact that students attending public schools have lower socioeconomic, cultural and social conditions than those attending private schools, there is still a significant gap in academic performance that cannot be fully explained. Conclusion: private schools were found to have more variability in their effect on student performance, indicating that the unique characteristics of private schools, such as admission fees and incentives granted to teachers, may influence student academic performance more randomly. [ABSTRACT FROM AUTHOR]

For many years, the comparison of educational systems has made interesting contributions in the educational field as a valid source of information for the preparation of proposals for improvements in local educational systems based on successful practices of educational models that stand out internationally. This paper compares the Finnish educational model with the Paraguayan educational model in relation to the structure of the entire educational system, taking as reference the International Standard Classification of Education 2011 (ISCED), and the national basic education curriculum from 1st to 9th grade. After describing the similarities and differences through comparative tables, education experts identified the possibilities of applying the significant differences found in the Finnish system to Paraguayan education. The research methodology is non-experimental, descriptive-comparative in scope, and cross-sectional. In relation to the structure of the educational systems, the results indicate that there are four similarities and six significant differences. Similarly, there are eight similarities and five significant differences between the basic education curricula, from 1st to 9th grade, of both countries. About the possibility of applying the differences discovered in the Finnish model to the Paraguayan educational model, few of them are feasible to apply immediately, the rest will require changes in educational policy, cultural changes, greater investment in education, change of pedagogical approaches, among others. [ABSTRACT FROM AUTHOR]

Emotional intelligence has been associated with academic achievement, which entails that improving emotional intelligence could lead to better academic achievement. However, the mechanisms of this relationship are not well known. This paper focuses on assessing relevant factors associated with academic achievement (emotional well-being, motivation, and learning strategies) as potential mediators of this link. A cross-sectional study with a sample of 96 high school students was conducted. They were assessed using the Mayer-Salovey-Caruso Emotional Intelligence Test, the Psychological Well-being Questionnaire, the Learning Strategies and Motivation Questionnaire, and their final grades. Results of a serial mediation analysis revealed that emotional intelligence is not directly associated with academic achievement but through mediating factors. Serial indirect effects show that emotionally intelligent students have higher levels of emotional well-being, which predicts better learning strategies and is, in turn, associated with academic achievement. Emotional intelligence also predicts greater motivation and better learning strategies (without the mediation of emotional well-being), which is ultimately also associated with academic achievement. Theoretical and instructional implications are discussed. [ABSTRACT FROM AUTHOR]

Self-control, a pivotal determinant in the regulation of human behavior, has consistently demonstrated a strong association with a plethora of advantages, particularly notable in the context of academic accomplishments. This scholarly article presents a comprehensive literature review that delves deeply into the multifaceted construct of self-control, shedding light on its intricate psychological underpinnings. Furthermore, it offers an extensive descriptive study with the principal objective of scrutinizing the interrelationship between self-control and academic performance, as assessed by academic grades, within a carefully selected sample of 161 students pursuing degrees in business engineering. The evaluation hinges on the deployment of the Abbreviated Self-Control Scale. The research findings divulge a moderately robust and positively significant correlation between these key variables, characterized by a Spearman's rs coefficient of 0.317, signifying statistical significance at a 99% confidence level. These outcomes undeniably substantiate a meaningful connection between self-control and academic performance, thereby contributing to an enhanced understanding of the profound impact of self-control on academic success. This study constitutes a valuable addition to the existing body of knowledge and paves the way for future research endeavors within this domain. [ABSTRACT FROM AUTHOR]

The purpose of this study was to determine the factors associated with academic achievement in primary education during emergency remote teaching. For this purpose, a quantitative approach was used, with a non-experimental and cross-sectional design. The participants were 103 tutors of elementary school students in the south of the State of Sonora, Mexico. The type of sampling used was non-probabilistic. An instrument was used to measure the family-school relationship during confinement, as well as other variables such as sex, type of financing of the educational center and the final average of the previous cycle. The main findings allow establishing moderate positive correlations between the communication and participation dimensions and academic performance, as well as a high positive correlation between the technological scenario and academic performance. Likewise, significant differences were found between the academic performance of private school students and those enrolled in public schools. [ABSTRACT FROM AUTHOR]

The development of professional skills is a constant in education, schools, colleges and universities constantly seek the development of learning methodologies to obtain better results in the teaching process, however, the socioeconomic conditions of the students have an influence on the success or failure, access to technology and educational resources is critical in the digital age. The lack of adequate access to the internet and technological devices limits opportunities for learning and academic participation, negatively affecting performance. Additionally, household stability and food security are essential to students' well-being and academic success. Leveling students at the Technical University of Quevedo (UTEQ) are affected by the socioeconomic conditions of their environment, family income, parents' educational level, access to educational and technological resources, family environment, among others. The present research is focused on identifying how socioeconomic factors affect the academic performance of students. [ABSTRACT FROM AUTHOR]

The objective of this article was to explore the use of the virtual tool “Alphabetics” in improving the academic performance of basic education children with dyslexia. The need for the use of technology in children with dyslexia was raised so that the level of help of the program in question can be demonstrated. Access to children identified with dyslexia from the Ministry of Health of Ecuador in the province of Guayas was used, numbering 30, who were enrolled in an online language course. After applying the descriptive study, it was found that there is a significant difference in the means of both groups, with the group that used Alphabetics showing a greater improvement in their academic performance scores. The average grade rose from 8,400 when the tool was not used to 9,367 with its use, and the grade ranges were exceeded from between 7.98 - 8.82 to 9.18 - 9.55. [ABSTRACT FROM AUTHOR]

The improvement of arithmetic calculation skills in General Basic Education (EGB) students is fundamental for their academic and cognitive development. The present study investigated the impact of a strategy based on active learning on the development of arithmetic skills in students in the fourth year of General Basic Education (EGB). A sample of 25 students and five teachers from the "15 de Abril" Intercultural Bilingual Community Education Center of Basic Education was selected. A pretest-posttest analysis was carried out to evaluate emotional and motivational elements of learning, as well as the students' performance before and after the implementation of the strategy. Tests of the relationship between variables were applied using IBM SPSS Statistic software. The results indicated a significant increase in students' motivation and satisfaction, as well as in their arithmetic calculation skills. As a complement, a survey of teachers was conducted to evaluate their perception of the usefulness and viability of the strategy in the classroom. The teachers' assessment revealed a positive perception regarding the relevance of the proposed strategy to promote active learning and the development of arithmetic and higher order cognitive skills in students. [ABSTRACT FROM AUTHOR]

The active participation of families in the pedagogical support of students is crucial for their academic success. The objective of this study is the elaboration of a manual of good practices to strengthen the pedagogical accompaniment of the family in the fulfillment of homework by students in the fourth year of general basic education (EGB). The sample consisted of 20 students in the fourth year of a multigrade school, with representatives of their 12 families and a teacher. A single-group quasi-experimental design was used, combining student and family surveys, teacher interviews and documentary analysis. This is a mixed type of study, since qualitative and quantitative elements were combined, which made it possible to better understand in depth the importance of pedagogical support to the family for the fulfillment of school duties in students of the fourth year of EGB. Methods used were interviews with families and fourth grade students of the Héctor Lara Zambrano school, systematic observation, and specialists' criteria. Mathematical statistics with percentage analysis were also used. The results revealed significant improvements in family pedagogical accompaniment and homework fulfillment after the implementation of the manual. [ABSTRACT FROM AUTHOR]

Educational assessment in elementary education can be an effective tool for transforming traditional pedagogical practices by promoting more meaningful learning adapted to the individual needs of students in a dynamic and constantly evolving educational context. This study investigates the impact of educational assessment on the academic performance and motivation of students in the fourth year of Elementary General Basic Education in a rural Ecuadorian educational unit. Deficiencies were identified in traditional evaluative practices, which focused on memorization and did not encourage critical thinking and creativity. A formative evaluation strategy was designed and implemented based on playful and participatory activities, such as role-playing, contests, and field expeditions, focused on self-evaluation and feedback. The sample included 20 students, 7 teachers, and a director of the Intercultural Bilingual Educational Unit "Hercilio Pianchiche Orejuela". Pretest and posttest results were compared using nonparametric tests, which provided statistical evidence of significant improvements in students' motivation and academic performance, with a notable increase in the "Consistent" and "Advanced" levels. The expert evaluation validated the feasibility, relevance and flexibility of the strategy, with a concordance coefficient of 0.9, although improvements in gamification and the use of local materials were suggested. The study concluded that the implementation of innovative and participatory educational assessments can significantly improve students' motivation and academic performance. [ABSTRACT FROM AUTHOR]

Fostering motivation in the classroom is crucial to improve students' academic performance. The objective of this study was to design a guide of motivational didactic strategies adapted to the school context and to evaluate their impact on the academic performance of second grade students in the EEB Mocache. A single-group quasi-experimental design with a mixed approach was used to collect both quantitative and qualitative data. The target population included all second grade students and teachers at the educational institution, constituting a total of 3 teachers and 30 students. Surveys were conducted with students to assess their level of motivation, semi-structured interviews with teachers to obtain qualitative information, and a pretest and posttest were conducted to measure students' academic performance. Statistical techniques such as analysis of central tendency, normality tests (Kolmogorov-Smirnov and Shapiro-Wilk) and Wilcoxon signedrank test were used to analyze the data. The results show a significant improvement in academic performance after the implementation of the motivational strategies, supporting their effectiveness in the school context. In addition, educational experts, who provided feedback to improve its consistency and effectiveness, validated the guide. [ABSTRACT FROM AUTHOR]

The importance of the family environment on students' educational performance has been a growing topic of interest in educational research. This study set out to investigate how the family can positively influence the academic performance of children in the second year of General Basic Education. A quasi-experimental study was carried out in the Unidad Educativa Ambato, where workshops designed to improve parental involvement in their children's educational process were implemented. The sample consisted of 26 students and their parents, who participated in eight workshops during the second semester of 2023. Various methods and techniques, such as pretest/posttest analysis, analysis of variance (ANOVA), related samples t-tests, Wilcoxon tests and regression analysis, were used to assess changes in academic performance, motivation and classroom behaviour before and after the intervention. The results obtained indicated significant improvements in grades, as well as in academic motivation and classroom behaviour, after participation in the workshops. In addition, regression analysis revealed that both intrafamilial communication and workshop attendance were significant predictors of academic performance, with an overall model fit of R² = 0.45 (p < 0.001). These findings highlight the importance of parents‘ active involvement in their children's educational process and underline the positive impact that family awareness programmes can have on students’ academic performance. [ABSTRACT FROM AUTHOR]

The effective connection between schools and families is a crucial aspect of the educational success of students. This study focused on designing and evaluating educational workshops to strengthen this link in the General Basic Education School Rotary International in Canton Mocache. The design of the workshop system was based on a thorough review of the literature on school-family bonding, as well as on the specific needs identified in the educational community. Workshops were developed that addressed topics such as effective communication, parental involvement in school activities, and strategies to support learning at home. These workshops were designed taking into account cultural diversity and variations in family expectations and values. The mixed methodology employed included exploratory surveys to teachers, as well as pre-test and post-test to 35 families and 37 students respectively, along with a validation by expert criteria. Results revealed significant improvements in school-family communication, parental involvement in school activities, and student academic achievement. These findings suggest that the designed educational workshops have a positive impact on strengthening the school-family bond, thus contributing to improve the educational quality and academic development of students. [ABSTRACT FROM AUTHOR]

The purpose of this study is to explore the potential role of emotional intelligence as a significant predictor of academic performance in secondary school students, while concurrently factoring in other pertinent personal factors in the prediction model, such as general intelligence, academic self-efficacy and scholar motivation. A cross-sectional correlational study was carried out with a sample of 427 adolescents aged between 12 and 17 (M = 13.83; SD = 1.40). The analyses carried out revealed that academic self-efficacy was the foremost predictor of academic performance, followed by general intelligence, performance-inhibiting anxiety and the experiential area of emotional intelligence. This study's findings conclude that emotional intelligence is a contributory skill in explaining adolescent academic performance. [ABSTRACT FROM AUTHOR]

Although there is evidence of the relationship between stress and academic performance, the possible moderating role of resilience in this association has been investigated to a lesser extent. This study aimed to evaluate the role of resilience in the relationship between stressful life events and academic performance in undergraduate university students. The Life Events Questionnaire and the Adult Resilience Scale were administered to 389 undergraduates aged 18-29. Regressions were performed. Results showed that life event stress predicted low academic performance, while resilience predicted better academic performance and lower life event stress. Two resilience factors moderated the impact of stressful life events on academic performance: family cohesion and social support. Correlation and variance values were low but significant. The results suggest that university programs could improve academic performance by promoting greater student resilience and strengthening other significant factors. [ABSTRACT FROM AUTHOR]

The study evaluated the pedagogical academic impact of the teaching of Ohm's Law in a professional technical high school, with professional figure in electricity, using an electrical module versus the traditional method for the teaching-learning process of Ohm's Law. The results of 38 students in two trimesters of the second year of high school were analyzed by means of Student's t-test and a table of achievements in the evaluation of learning, as well as a student survey. The statistical and qualitative analyses revealed that the use of the electrical module as a tool for the Ohm's Law teaching-learning process is more effective in improving academic performance, student acceptance, mastery and achievement of learning required by the teacher. The challenge we are trying to solve with this study is to overcome the difficulty generated in students to assimilate technical knowledge without adequate pedagogy, as it can limit the performance and interest of students in fundamental subjects for a technical, technological or engineering career. Effective teaching should promote the understanding of previous concepts, foster interest and raise the motivation of adolescents who are currently crossing the baccalaureate education courses The specific objectives of the study were to statistically and qualitatively evaluate the academic pedagogical impact of teaching Ohm's Law using an electrical module versus the traditional method. It was determined that the teaching method with the greatest effectiveness both statistically and qualitatively is the use of the electrical module. In conclusion, the teaching of Ohm's Law using an electrical module in a technical-professional high school with professional figure in electricity is more effective than the traditional method in improving academic performance, student acceptance, mastery and achievement of required learning. The implementation of this method can contribute to the immediate academic and longterm professional success of students in the field of industrial technical engineering. [ABSTRACT FROM AUTHOR]

This study about the evaluation of academic performance is to understand the factors that influence during the learning process. The objective is to identify the evaluation process and its impact on school performance in natural sciences, examining the contributions of educational research to improve these processes. A sample of 25 students from the sixth year of the President Jaime Roldós Aguilera School in the Huaquillas canton. The research was carried out through surveys directed at students and interviews with the teacher and the director of the institution. This made it possible to collect information for an analysis that aimed to understand how the natural sciences subject is taught, how students absorb it, and what teaching resources are used. The results of the survey show that a significant number of students experience difficulties in the subject, despite the use of various teaching resources and pedagogical strategies by the teacher. Objective tests are used to evaluate the learning process, but deficiencies in supervision and monitoring at home are identified as possible factors that affect academic performance. It was proposed to establish proposals to improve the academic performance of students. Feedback, review and group work strategies are also mentioned as measures to improve performance. In addition, teaching resources such as the workbook and direct observation (by teachers) are mentioned as important tools for learning in the classroom. [ABSTRACT FROM AUTHOR]

This study explores the impact of continuous formative assessment on the teaching of calculus in professional education, focusing on how student motivation and academic performance are related. Using a qualitative approach, groups of students undergoing formative assessments were compared with control groups, complemented by qualitative interviews with teachers to delve into implementation and perceptions of calculus teaching and learning. The findings revealed significant improvements in the motivation and academic performance of students exposed to formative assessment practices, highlighting the positive valuation of immediate and constructive feedback. These findings are discussed in accordance with related literature, highlighting the contribution of the study to educational practices in calculus and the importance of continuous teacher training to overcome the rejection of change. In conclusion, the study confirms the effectiveness of continuous formative assessment as a pedagogical and didactic tool to enrich calculus learning, emphasizing the need for pedagogical innovation and institutional commitment for its effective implementation. Formative assessment is proposed as a key to improve teaching and learning in calculus, preparing students for future academic and professional challenges. [ABSTRACT FROM AUTHOR]

Introduction: In Argentina, nursing education shows progress, but it still does not improve the quantitative deficit of the group, nor the distribution by regions. The analysis of academic trajectories makes it possible to identify the path taken by the student in the study plan and to plan remedial measures for those aspects considered deficient. Objective: To analyze the academic trajectories of students of the bachelor's degree in nursing at the National University of Tucumán, through the analysis of academic performance indicators in the period 2015-2019. Methodes: Descriptive, retrospective, and quantitative study. The population was constituted by the total number of students of the bachelor's degree in nursing in the period 2015-2019. Results: The average GPA of the career is 6.35 out of 10 and the average actual duration of the career is 13.35 years, exceeding the expected duration of 5 years. A failure rate was found in 57% of the subjects of the first cycle and 38% of the second cycle. Conclusions: The academic performance of nursing students has decreased in the last decades, which can be seen in the decrease of the grade point average and the increase of the actual duration of the course. These results show the existing decoupling between the academic trajectories of nursing students in relation to those expected by the system. [ABSTRACT FROM AUTHOR]

Despite improved higher education accessibility in low and middle-income countries (LMICs), challenges persist in student drop-out, especially for socio-economically disadvantaged students. While machine learning models have enhanced our understanding of this challenge by predicting academic performance, many studies overlook LMIC-specific institutional factors or focus on specific courses, limiting their generalizability and policy uses. To address these issues, the authors compiled a comprehensive database using administrative and census data to predict undergraduate academic performance at the Pontifical Catholic University of Peru (PUCP). The study found that the most effective models were tree-based ensembles, particularly Random Forest, with key predictors including prior secondary school performance and university admission test scores. They present a high-performing model using only ten features that can predict future academic performance and potentially aid in reducing student drop-out at PUCP. [ABSTRACT FROM AUTHOR]

The influence of the family environment on the academic performance of seventh grade students acquires significant importance in the educational field. In order to address this fundamental relationship, this study set out to design an educational strategy to improve the family environment in the Intercultural Bilingual Educational Unit "Inka Samana". Through a mixed approach, surveys and interviews with students, parents and teachers were used. The sample of 56 students, 56 parents and 5 teachers provided a significant representation of the school community. The surveys explored family structure, parental involvement, communication about studies and study practices, while the teacher interviews provided insights into the relationship between family environment and academic performance. The assessment of the educational strategy by a select panel of experts provided valuable insights and suggestions, which were seen as valuable insights for its further development. These contributions contributed to a more solid and successful implementation of the strategy in the educational environment. The partial implementation of the educational strategy revealed its significant contribution to the achievement of the achievement of the planned objectives. The evaluations made by parents, parents' representatives and teachers demonstrated its significant contribution to the achievement of the planned objectives. Parents, representatives and teachers showed a high level of significance of the educational strategy in improving the family environment and the academic performance of the students. [ABSTRACT FROM AUTHOR]

The implementation of the ExeLearning platform in the language teaching process in the fifth year of Héroes del Cenepa school has proven to be an effective tool in improving students' academic performance. This platform offers a variety of interactive and dynamic resources that facilitate learning and understanding of the curriculum. Additionally, it allows teachers to create personalized activities tailored to the specific needs of each student, fostering more meaningful and motivating learning experiences. The methodology employed in this research involved gathering valuable information through surveys, interviews, and analysis of academic performance. The results revealed that the use of technology in language teaching has had a positive impact on the development of linguistic skills, text comprehension, and oral and written expression among students. Furthermore, the implementation of interactive mental games in language teaching has significantly contributed to the learning process, promoting creativity, concentration, and critical thinking skills among students. The objective of the investigation was to evaluate the impact of implementing the ExeLearning platform in virtual teaching, specifically in language education for fifth-year students. The methodology utilized was descriptive, incorporating both qualitative and quantitative approaches. Questionnaires were used for surveys with educators and students, along with interviews with administrative staff. The data collected from these methods provided insights into the effectiveness of the platform in enhancing the teaching and learning process. In conclusion, the integration of "ExeLearning" has proven to be beneficial in the language education of fifth-grade students, offering an innovative approach to teaching and learning. The results suggest that the platform has facilitated better comprehension of language concepts and improved academic performance. Overall, the findings highlight the potential of technology-enhanced learning tools in optimizing educational outcomes. [ABSTRACT FROM AUTHOR]

This study addresses the critical problem of seventh grade students of basic general education in terms of problem-solving skills in Mathematics. Recognizing the importance of these skills in comprehensive education, the objective was to design and implement a strategy based on Problem-Based Learning (PBL) at the Ángel Polivio Chávez School in Cuenca. The sample, composed of 120 seventh grade students, was subjected to pre- and post-test evaluations, surveys and standardized tests. The strategy was designed in three phases: preparation, implementation and evaluation, and adjustment, covering teacher training, development of meaningful problems and assessments aligned with PBL. Pretest results revealed notable deficiencies, with 62.5% of students scoring 0-4. Following the implementation of the ABP, posttest results exhibited substantial improvements, most notably with 62.5% achieving levels of 6-10. The qualitative assessment showed specific improvements in problem comprehension, logical reasoning, application of concepts, and aptitude for dealing with novel situations. These results suggest that the PBL strategy emerged as an effective tool to strengthen problem-solving skills in mathematics in seventh grade students, which evidences its relevance in improving academic performance. [ABSTRACT FROM AUTHOR]

Research has established the effect of emotions on academic performance and on development of autonomy in undergraduate students in the virtual modality, based on a mixed study with descriptive approach performed in three Higher Education Institutions in Colombia. This study consulted 1,628 students, as follows: freshmen (first semester), in fourth and fifth semesters, and seniors (seventh, eighth and ninth semester). The study regarded the variable duration of each program (between eight and ten semesters) in each institution. The data for each group of students was collected simultaneously. Research results evinced that academic performance and development of autonomy, overall, are affected by emotions, specifically by the lack of control of mood, frustration, fear of expressing ideas and disillusion with learning results, largely because it entails selfcontrol, establishing good interpersonal relationships and assertive communication. [ABSTRACT FROM AUTHOR]

Objective: To construct a model of relationship between stress, academic coping and anxiety variables with academic performance and the possible impact of sociodemographic control variables in university students of the Universidad Tecnológica del Chocó “Diego Luis Córdoba”. Methodology: The research was of a quantitative nature, analytical-transversal cut, which by means of a covariance structure model evaluates a causal model on the influence of stress on academic performance. The sample was selected by convenience sampling and consisted of 292 students (57 % female, 42,8 % male), aged between 16 and 48 years, enrolled in undergraduate programs at the Universidad Tecnológica del Chocó Diego Luis Córdoba. Results: The results obtained show that the variables of control, age, semester studied and stratum have an influence on academic performance. Regarding neuroticism and Psychoticism it is stated that they have a negative influence on the academic performance of students at a confidence level of 99,9 % and are negative because of their negative coefficient (-0,217). Conclusions: According to the analyses carried out on the evaluation of academic stress and its effects. on performance in university students, it was evident that students who depend economically on their parents present better academic performance compared to those who subsist on their own income. On the other hand, the analysis between sex and academic average showed that these variables are correlated; therefore, the women in this study presented better academic averages than the men with standard deviations (0,44, 0,46) showing little dispersion of the data between the averages. [ABSTRACT FROM AUTHOR]

The article titled "Study habits based on audiovisual resources as mediators of academic performance in university students" highlights the importance of using strategies and audiovisual means to improve study habits in university students. The research was conducted with a sample of 287 university students aged between 16 and 25, who were administered questionnaires to assess study habits and perception of academic performance. The analyses indicated significant correlations and demonstrated that the use of audiovisual resources improves the conditions of academic performance. This study emphasizes the importance of implementing audiovisual resources in learning to achieve higher academic performance in university students. [Extracted from the article]

Higher education can be hugely transformative for students and has an important role in empowering human capital, innovation, and society's social, cultural, and environmental development. The expansion of higher education has promoted access for a more heterogeneous mix of students, but ensuring access does not guarantee academic success. This paper aims to analyse predictors of academic achievement in 447 first-year students in their 1st and 2nd semesters, considering variables including sex, age, parents' educational level and grades on entering higher education, along with levels of students' academic engagement and self-efficacy after some weeks at university. Results show statistically significant paths for sex, age, and GPA to 1st-semester achievement, for parent's educational levels to perceived self-efficacy, for students' academic engagement to 1stsemester achievement, and 1st-semester achievement to 2nd-semester achievement. Students' academic engagement also had an indirect effect on the 2nd-semester achievement. The correlation between academic engagement and self-efficacy was positive, strong, and statistically significant. The model explained 35.2% of the variance in 2nd-semester achievement and 15.0% of the variance in 1st-semester achievement. Knowledge about predictors of academic achievement and the importance of engagement and self-efficacy will support timely interventions, promoting success and preventing failure and dropout. [ABSTRACT FROM AUTHOR]

In recent decades, self-regulated learning (SRL) has been a growing and fruitful field of research in educational psychology. According to an initial review of the literature, the construct, since its early appearances with a meaning similar to the current one, has been the subject of a growing number of investigations. The construct has evolved towards increasingly comprehensive conceptions, comprising cognitive, metacognitive, affective/motivational processes, as well as behaviors aimed at controlling these and environmental factors. Likewise, the construct has been differentiated from other related concepts, such as metacognition, autonomous learning, strategic learning, self-directed learning, and independent learning. Part of the current understanding of the concept is that SRL is logically subordinate to intentional learning and self-regulation, being that it is a particular case of these: only intentional learning is self-regulated, and self-regulation can fall on processes other than learning, like the emotional ones. A previous review of the literature has determined that the processes that constitute the SRL can: a) be executed before, during, and after the learning task; b) fall on cognition, motivation, affections, own behavior and the context; c) occur at a general or macro level and at the level of a specific task. On the construct, in the literature there is a variety of theoretical models, with common and complementary aspects. Most of these models conceive the construct from a complex perspective, including a variety of subjective and behavioral aspects, as well as its interaction with environmental factors. For example, there is the cyclical model (Pintrich, 2004; Zimmerman, 2013), the layer model of Boekaers (2017), the dual processing model by the same author (Boekaerts, 2011), the COPES model (conditions, operations, products, evaluation, and standards) of Winne (2017), the Metacognitive and Affective Model of Self-Regulated Learning, by Efklides (2011), and the socially shared regulation of learning by Hadwin et al. (2018). However, the complexity of the construct and its relationships with others and with external factors is not exhaustively included in any of the models. Based on this progress and this limitation of the research on the SRL, the purpose of the investigation was to analyze the theoretical, contextual, and methodological dimensions of the SRL, just as the specialized literature has addressed this construct. The inquiry consisted of a qualitative content analysis of current and relevant academic documents, using the technique of conceptual mapping. This technique, as proposed by Sergio Tobón (2013), is based on complex thinking and is made up of eight analytical axes: Notion, Categorization, Characterization, Differentiation, Classification, Linking, Methodology, and Exemplification. To this set of axes, the author of this article added a ninth axes -Causation-, aimed at analyzing the causal relationships in which the SRL participates. The article presents the results in two of the nine axes of the technique: causation and linkage. The results lead to: a) identify and describe the reciprocal influences between the SRL construct and a set of subjective variables (such as self-concept, task perception, motivation, and self-efficacy), behavioral (such as learning strategies, volitional control, and setting of the environment) and contextual (such as the type and difficulty of the task, teaching strategies); b) identify and describe the links of the SRL topic with a set of theoretical topics (such as epistemology and the learning approach), curricular topics (such as competency-based education) and social topics (such as sustainable social development). The article concludes that the SRL is in a complex network of recursive relationships, which gives empirical support to comprehensive theoretical proposals on the construct, the sociocognitive approach to learning and the relational epistemological approach, and shows the relevance of the SRL theme in the competency-based education and the promotion of sustainable social development. [ABSTRACT FROM AUTHOR]

The purpose of this article is to understand the meaning of spiritual intelligence (SI) in the praxis of citizenship competencies (CC) of students at all educational levels; it is based on a literature review of these variables. The methodology used for the review and research was focused on searching for published articles related to the study in indexed journals inside databases such as Scielo and Redalyc, considering an antiquity of no more than 20 years, in English or Spanish. In the reading of 20 selected articles, it was observed as a result that the meaning of SI does have a positive effect on the acquisition and/or improvement of skills in the praxis of CC; therefore, it is concluded that these aspects are linked to the academic performance of the students and with their development as a citizen. [ABSTRACT FROM AUTHOR]

El propósito de la presente investigación es analizar la relación entre los estilos de aprendizaje y el rendimiento académico en la educación superior en áreas rurales, destacando la importancia de formar individuos integrales y la necesidad de conciencia sobre cómo aprenden los estudiantes que demandan aprendizaje constante y proactivo. Esta investigación es de alcance teórico analítico. El análisis se centra en cómo estos estilos de aprendizaje pueden influir en el rendimiento académico, especialmente en contextos rurales donde los recursos educativos son limitados y existen desafíos socioeconómicos. En el cual diversos autores conciben el rendimiento académico y cómo este se relaciona con factores como las metodologías de enseñanza, las competencias previas de los estudiantes y su motivación. El presente artículo resalta la importancia de formar individuos integrales que contribuyan a una sociedad equitativa y justa, especialmente enfocado en el contexto educativo superior en áreas rurales. Se mencionan modelos de aprendizaje como el de David Kolb y Honey y Mumford para comprender las preferencias individuales de aprendizaje y su impacto en el rendimiento académico. Esta investigación nos permite concluir destacando la necesidad de implementar estrategias pedagógicas adaptadas a las necesidades individuales de los estudiantes en contextos rurales, comprender la relación de los estilos de aprendizaje y el rendimiento académico. [ABSTRACT FROM AUTHOR]

Introduction: academic performance is influenced by numerous factors, some personal and others contextual in nature, which also have a close relationship with the health of students. Therefore, the aim of this study was to analyze the relationship and influence of lifestyle habits, various physical and psychosocial health indicators, and sociodemographic variables on academic performance. Method: the study was carried out on a sample of 761 students (14.51 ± 1.63 years old) from 25 educational centers in a region of northern Spain. Academic performance was assessed, as well as health-related quality of life, self-esteem, adherence to the Mediterranean diet, hours of nocturnal sleep, level of physical activity, environment for the practice of physical activity, participation in extra-curricular sports activities, maximum oxygen consumption, body mass index, and various sociodemographic factors. Results: being male, having immigrant origins, as well as having a low/medium socioeconomic level, a cardiorespiratory capacity in the risk zone, lower adherence to the Mediterranean diet, and lower health-related quality of life indices were associated with lower academic performance, explaining up to 14 % of its variance according to the regression analysis. Likewise, adolescents with higher self-esteem, lower body mass index, females, those who lived in a favorable environment for physical activity practice, engaged in extra-curricular physical activity, and had a higher number of hours of nocturnal sleep showed higher levels of academic performance. Conclusions: interventions aimed at combating academic failure should take into account the aforementioned associated factors, with special emphasis on the most vulnerable groups such as males, those with lower socioeconomic status, and those who follow unhealthy lifestyle habits. [ABSTRACT FROM AUTHOR]

Mentoring programs have been proposed to reduce dropout and increase academic performance. We analyzed the effect of peer mentoring on university dropout and academic performance in the context of Spain. We applied a quasi-experimental posttest-only control group design with 3,774 students (mentees, n = 1,887; control, n = 1,887). Mentees had participated in a peer mentoring program. We apply the student's t-test, Cohen's d, phi statistic, and chi-square statistic. Mentees exhibited lower dropout than controls and showed higher academic performance regardless of the area of knowledge. Results support the implementation of mentoring programs in Spanish universities with the goal of reducing student dropout and increasing academic performance. The research provides empirical evidence for theory building in higher education studies, developmental relationships, and integration programs. [ABSTRACT FROM AUTHOR]

Learning strategies represent an important tool in the teaching process for students and teachers. A quantitative descriptive-correlational study was carried out that aimed to describe and analyze the use of learning strategies through an instrument and correlate them with academic performance, in a sample of students from seventh primary to eleventh secondary at a school in Chile. (N=408). The results show a low use of the four strategies at all school levels, observing a strong and significant correlation obtained through the Pearson coefficient between academic performance and all strategies in the eleventh secondary. The need to generate psychoeducational spaces that allow both teachers and students to learn to use learning strategies is discussed. The role of the support strategy in generating a positive learning climate is highlighted. [ABSTRACT FROM AUTHOR]

Emotional intelligence is a psychological variable that affects personal well-being and transcends the educational field. It is known that learning music provides emotional benefits for people and that emotional intelligence varies by age and gender. Based on these principles, we propose this research with the following objectives: to measure the perceived emotional intelligence of adolescent students of obligatory secondary education from Valencia, to compare by the variables of musician-non-musician and gender; and to explore the effect of music on the perceived emotional intelligence of young musicians considering gender as a variable. The final sample comprised a total of 409 adolescents of between 11 and 16 years of age. The data collection tools were an ad hoc sociodemographic questionnaire and the Trait Meta-Mood Scale (TMMS-24). The results of the statistical analyses displayed significant differences by gender in emotional attention; a positive correlation between age and attention, which increases with progress through adolescence; and a significant effect that reveals greater emotional clarity in musicians. This effect occurs independently of the gender of the subject, and so it benefits boys and girls equally. [ABSTRACT FROM AUTHOR]

Background: Applying a three-level meta-analysis, the goal of our investigation was to examine the relationship between parental homework involvement and students' achievement, and to investigate whether certain study features could have resulted in the inconsistent results relating to this relationship from prior studies. Method: We identified a total of 28 studies (32 independent samples) with 252 effect sizes for a total of 378222 participants. Results: Our meta-analysis revealed an overall weak negative relationship between parental homework involvement and students' achievement (r = -0.064, p < 0.001). The overall relationship was moderated by the dimension of parental homework involvement. Specifically, students' achievement was positively related to autonomy support, but largely unrelated to content support, parental control, frequency, and mixed. Additionally, the overall relationship was moderated by achievement measure, grade level, and parent gender. Conclusions: Given that parental autonomy support was the only dimension that was positively related to students' achievement, it would be important to conduct qualitative research that provides longitudinal descriptions of parent-child interactions relating to homework tasks as children make their transition from elementary to middle and high school. [ABSTRACT FROM AUTHOR]