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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]

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]

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]

Copyright of RED - Revista de Educación a Distancia is the property of Universidad de Murcia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of RED - Revista de Educación a Distancia is the property of Universidad de Murcia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Anuario Electrónico de Estudios en Comunicación Social 'Disertaciones' is the property of Colegio Mayor de Nuestra Senora del Rosario and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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Copyright of Journal of Psychology & Education / Revista de Psicología y Educación is the property of Revista de Psicologia de Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Psychology & Education / Revista de Psicología y Educación is the property of Revista de Psicologia de Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Psychology & Education / Revista de Psicología y Educación is the property of Revista de Psicologia de Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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Copyright of Revista Educación en Ingeniería is the property of Asociacion Colombiana de Facultades de Ingenieria and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Este estudio presenta un modelo diseñado para predecir el rendimiento académico utilizando redes neuronales. Se enmarca en un enfoque cuantitativo y se categoriza como un estudio correlacional multivariado. La investigación se basa en una base de datos proveniente de una institución educativa, disponible en el repositorio de datos de la Universidad de California, Irvine. Se eligió R como el lenguaje de programación, con RStudio como entorno de desarrollo. Se adoptó la metodología CRISP-DM para llevar a cabo el análisis de datos. La construcción de la red neuronal se realizó utilizando el paquete nnet, disponible en el Comprehensive R Archive Network (CRAN). El modelo de red neuronal se aplicó a los datos recopilados de 649 estudiantes, y su capacidad predictiva se evaluó exhaustivamente. Tras compararlo con un modelo de regresión lineal múltiple, se observó que el modelo de red neuronal logró una efectividad del 87% en la predicción del rendimiento académico, evidenciando su idoneidad para este propósito.

La familia primer entorno social donde se desarrolla el individuo juega un papel en su formación integral. El objetivo del estudio fue evaluar la dinámica familiar en el rendimiento académico de los alumnos de la Institución Educativa Artesanal de Taquile. La investigación se realizó bajo un enfoque cuantitativo descriptivo. Se aplicó un cuestionario a 94 estudiantes. La mayoría de los estudiantes viven en familias nucleares. El 60,6% de los provienen de familias donde ambos padres asumen el rol de jefes de familia. El 29,8% considera la calidad es poco satisfactoria. El 53,2% no cuentan con el apoyo educativo de ninguno de sus padres. Existió asociación entre las variables evaluadas. El análisis de la dinámica familiar incide significativamente en el rendimiento académico de los alumnos. Sus logros de aprendizaje están en proceso, lo que demuestra la importancia de la conexión emocional y el apoyo interpersonal dentro del núcleo familiar.

El objetivo de este estudio fue determinar los efectos que tiene el sedentarismo en la composición corporal, condición física y rendimiento académico a lo largo de las etapas de Educación Primaria y Secundaria. La muestra incluyó 70 niños evaluados durante 5 años. Se obtuvieron datos de composición corporal (Índice de Masa Corporal, Índice de Cintura Cadera, % de grasa corporal y % de masa muscular), condición física (salto de longitud, salto de altura, Test de agilidad o Test de Tapping, Test de Cooper, presión manual) y rendimiento académico en cada asignatura cursada en ambas etapas educativas. Los resultados mostraron que a mayor edad existe un mayor número de alumnado con comportamiento sedentario, un empeoramiento de la condición física y, además, el rendimiento académico se ve afectado por estos comportamientos sedentarios y la inactividad física.

Este proyecto se planteó para el fortalecimiento de la autoestima de ochenta estudiantes entre 15-19 años de ambos sexos que cursaban grado once en dos instituciones de los municipios de La Plata y Nátaga, Huila, con la finalidad de promover su salud mental, la cual se verá reflejada en un buen rendimiento académico. Por lo tanto, su desarrollo tuvo dos fases; en primer lugar, se aplicó la escala de autoestima de Rosenberg para medir el nivel de autoestima de los estudiantes, relacionándolo con el rendimiento académico de los mismos. En segundo lugar, se realizó un plan de intervención en el marco de la promoción de la salud mental, el cual contó con indicadores de proceso y de resultado que garantizaban el proceso de evaluación y monitoreo, dicho plan incluía actividades como talleres de psicoeducación para docentes y padres de familia, dinámicas de actos solidarios, juego de roles, juegos sobre competencias emocionales como un diario de gratitud, autorretratos y actividades lúdico-dinámicas como la denominada “Gincana”. Durante el periodo de dos meses, tras la implementación del programa de intervención, se aplicó por segunda vez la escala de autoestima de Rosenberg con el propósito de hacer un análisis de los resultados mediante la aplicación Jamovi. A partir de esta, se encontró una significativa correlación entre la autoestima, el rendimiento académico y la capacidad de toma de decisiones. En consecuencia, se interpretó como factor protector para evitar conductas de riesgo, y como un factor de riesgo cuando es débil o ausente. El desarrollo del proyecto se llevó a cabo con una metodología mixta, con ella, las estudiantes que apoyaron la ejecución del proyecto desarrollaron competencias para la construcción, aplicación y análisis de instrumentos cuantitativos y cualitativos que les permitieron acercarse al conocimiento del fenómeno para poder intervenir.

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]

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]

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Copyright of International Journal of Educational Psychology is the property of International Journal of Educational Psychology and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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]

Copyright of Pixel-Bit, Revista de Medios y Educacion is the property of Pixel-Bit, Revista de Medios y Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Dilemas Contemporáneos: Educación, Política y Valores is the property of Dilemas Contemporaneos: Educacion, Politica y Valores and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Dilemas Contemporáneos: Educación, Política y Valores is the property of Dilemas Contemporaneos: Educacion, Politica y Valores and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Dilemas Contemporáneos: Educación, Política y Valores is the property of Dilemas Contemporaneos: Educacion, Politica y Valores and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Dilemas Contemporáneos: Educación, Política y Valores is the property of Dilemas Contemporaneos: Educacion, Politica y Valores and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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]

Copyright of Revista Interuniversitaria de Formación del Profesorado is the property of Asociacion Universitaria de Formacion del Profesorado (AUFOP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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Este estudio longitudinal evaluó el impacto de un programa intensivo de educación física (EF) en el desarrollo integral de estudiantes de educación básica y bachillerato en Ecuador. Utilizando un enfoque mixto, se analizaron los efectos en el rendimiento académico, el bienestar emocional y la integración social de 300 estudiantes, divididos en un grupo experimental y un grupo control. Los resultados mostraron mejoras significativas en las calificaciones de matemáticas y lenguaje en el grupo experimental, así como un aumento en la autoestima y el bienestar subjetivo, medidos a través de la Escala de Autoestima de Rosenberg y la Encuesta de Bienestar Subjetivo. Además, los estudiantes del grupo experimental demostraron una mayor cohesión social y una menor incidencia de conflictos interpersonales en comparación con el grupo control. Estos hallazgos sugieren que la EF tiene un papel crucial en la promoción del desarrollo integral de los estudiantes, no solo desde una perspectiva física, sino también académica, emocional y social. Las implicaciones de este estudio subrayan la necesidad de políticas educativas que fortalezcan la educación física en las escuelas ecuatorianas, asegurando su implementación efectiva y equitativa. Futuras investigaciones deberían explorar los efectos a largo plazo de la EF y cómo su integración en el currículo escolar puede optimizarse para maximizar sus beneficios en diversas dimensiones del desarrollo estudiantil.

La presente investigación tiene como objetivo analizar el rendimiento académico, a través de la atención de los estilos de aprendizaje, en la sección de Básica Superior. Para esto se consideró la clasificación de estilos de aprendizaje que se deriva de la Teoría del Aprendizaje Experiencial, propuesta por Kolb. Se desarrolló desde un diseño no experimental, aplicando un cuestionario con escala de Likert a los docentes de Básica Superior de la Escuela Alberto Cruz Murillo, para conocer las distintas perspectivas que prevalecen durante el proceso de enseñanza - aprendizaje. Además, se aplicó el cuestionario de Honey Alonso para diagnosticar los estilos de aprendizaje que predominan entre los estudiantes. Los datos obtenidos permitieron comprender que el estilo reflexivo es el que prevalece en el grupo de clase, mientras que la mayor parte de docentes prestan atención a este estilo con poca frecuencia.

Diversas investigaciones han evidenciado la importancia de la familia en ambientes escolares para favorecer el rendimiento académico de sus hijos. Sin embargo, escasos son los estudios en contextos rurales. Este trabajo tuvo como objetivo describir socio-demográficamente y explorar la relación entre el nivel educativo de los padres de familia y el rendimiento académico de los estudiantes de los Centros de Bachillerato Tecnológico Agropecuario. Se adoptó un método cuantitativo, no experimental, de diseño descriptivo y alcance transversal. Participaron voluntariamente 119 estudiantes, de entre 15 y 19 años (DE=9.21), el 59% mujeres y el 41% hombres, quienes contaban con padre y madre y estaban matriculados en cuatro planteles del Estado de Puebla. Se empleó un cuestionario ad hoc para recabar la información. Los resultados mostraron que, de los 238 padres de los estudiantes participantes (119 madres y 119 padres), el 6.3% no tenían escolaridad, el 36.2% tenían escolaridad primaria, el 27.3% escolaridad secundaria, el 18.5% bachillerato, el 8.8% nivel superior y el 2.9% otro nivel de estudio. Además, en la mayoría de los participantes con un rendimiento académico elevado, la madre tenía estudios superiores al nivel básico. Se observó una correlación significativa y fuerte entre el nivel educativo de la madre y el rendimiento académico de los estudiantes (r = .337, p > .05). Si bien estos resultados no pueden ser generalizados, se evidencia la necesidad y el compromiso de generar mayor vinculación de la familia en proyectos escolares que impacten de manera tangible en comunidades rurales.

Este estudio se presenta un análisis comparativo de las puntuaciones en Lectura y Matemáticas de España en el marco del Programa para la Evaluación Internacional de Alumnos (PISA) de la OCDE, cubriendo los ciclos de evaluación desde el año 2000 hasta el 2022. A través de una metodología de análisis estadístico, se examina la evolución de las puntuaciones en ambas competencias y los índices de correlación entre ellas. Los resultados indican una correlación positiva moderada entre las habilidades lectoras y matemáticas, sugiriendo la presencia de factores comunes que influyen en el rendimiento en estas áreas. Además, se observa una variabilidad más significativa en las puntuaciones de Lectura en comparación con Matemáticas, lo que apunta a la influencia de la comprensión lectora en el rendimiento académico general. Estos resultados subrayan la importancia de fortalecer la competencia lectora y la necesidad de estrategias integrativas que promuevan habilidades de lectura efectivas a través de todas las áreas del conocimiento.

Este artículo es el resultado de la investigación sobre el efecto moderador de la ‘efectividad docente’, frente a la relación del estilo de liderazgo docente en el aula de clase y el rendimiento académico. La investigación atendió una población de estudiantes universitarios que cursaban asignaturas de administración y finanzas. Los resultados del estudio validaron la relación positiva esperada, entre el estilo de liderazgo transformacional y el rendimiento académico. Además, respaldar el efecto moderador beneficio de la efectividad docente. La técnica utilizada fue la regresión jerárquica de datos del cuestionario ILDA (Instrumento de Liderazgo Docente en el Aula de Clase) y las calificaciones finales de las asignaturas. Los resultados mostraron una influencia significativa entre: el liderazgo del docente sobre el desempeño académico, y el efecto moderador de la efectividad del docente sobre el rendimiento académico. Los hallazgos servirán para mejorar la calidad y los procesos en la formación universitaria.

El objetivo principal de este trabajo fue analizar el valor predictivo de las funciones ejecutivas en relación con los cambios en el rendimiento académico entre adolescentes de secundaria a partir de la autoevaluación y de la evaluación de los padres. El estudio consistió en una investigación cuantitativa no experimental, descriptivo-correlacional de 265 adolescentes de entre 12 y 17 años. Los y las estudiantes evaluaron sus propias funciones ejecutivas utilizando la Escala de Autorreporte de Funciones Ejecutivas, mientras que sus padres/tutores las evaluaron con la Escala Parental de Funciones Ejecutivas. El estatus socioeconómico se obtuvo mediante la Encuesta de Nivel Socioeconómico, y el rendimiento académico se obtuvo a partir de los boletines de calificaciones. Los resultados mostraron una correlación positiva entre el rendimiento académico y las funciones ejecutivas, percibidas tanto por los adolescentes como por los padres; así como entre el rendimiento académico y el estatus socioeconómico. Además, el rendimiento académico fue significativamente explicado por el estatus socioeconómico y las actividades relacionadas con la memoria de trabajo y la planificación, percibidas tanto por los adolescentes como por los padres. Basándose en estos resultados, el estudio concluye que los adolescentes son capaces de reflexionar sobre la eficacia de sus funciones ejecutivas de forma relevante para su rendimiento académico, y que los cuidadores pueden proporcionar información relevante sobre las funciones ejecutivas de sus hijos. Además, los resultados destacan la importancia del estatus socioeconómico a la hora de examinar la relación entre las funciones ejecutivas y el rendimiento académico.

El objetivo de esta investigación es analizar la relación entre la memoria de trabajo y la formación musical, su repercusión en el rendimiento académico y la influencia del género y la familia instrumental. La muestra para el estudio estuvo compuesta por 300 estudiantes de entre 10 y 18 años de un conservatorio público profesional de España. Los instrumentos de medida utilizados fueron las escalas de Wechsler WISC-IV y WAIS-IV, y una tarea (PMTM) diseñada específicamente para evaluar el rendimiento de la memoria de trabajo musical. Se encontraron correlaciones positivas y estadísticamente significativas entre la formación musical (medida como baja, media y alta, en función de los años de estudio) y el rendimiento académico (musical y general), y entre el bucle fonológico de la memoria de trabajo y ambos tipos de rendimiento académico. También se observaron correlaciones positivas entre el entrenamiento musical y el bucle fonológico, y con la memoria de trabajo musical. No se observó que el género afectara al rendimiento. En cambio, los patrones descriptivos variaban sistemáticamente según la familia de instrumentos, obteniendo los estudiantes de instrumentos de cuerda con arco puntuaciones más altas en memoria de trabajo musical, seguidos de los de instrumentos polifónicos y, por último, los de instrumentos de viento. Estos resultados pueden utilizarse para crear programas de mejora de la memoria de trabajo, con el fin de ayudar al alumnado de conservatorio a maximizar su potencial y la eficacia de su aprendizaje.

El presente estudio analizó factores psicosociales de riesgo de deserción en estudiantes del Programa de Atención Temprana y Educación Infantil. Se realizó un diseño no experimental, transversal y descriptivo. La muestra estuvo conformada por 102 estudiantes, a los cuales se les aplicaron cuestionarios sociodemográficos y de deserción modificado. Los resultados mostraron que el rendimiento académico medio en tres semestres (57.8%, 56%, 49%); 87.3% de estudiantes trabajan, 52.9% a jornada completa, afectando su rendimiento; 41.2% comprende los contenidos solo a veces; la familia concibe mal al estudiante (3.9%), expectativas familiares muy elevadas (13.7%), se sienten valorados como malos estudiantes (5.9%), afectando su motivación; 70% ingresó por consejo de otros; 5.9% tiene peor rendimiento que sus pares, relacionado con repitencia e indirectamente deserción y más del 78% refieren deficiencias en cursos anteriores. Los estudiantes determinaron como principales factores de riesgo de deserción: dificultades económicas (26.5%), problemas familiares (13.7%), posibilidad de perder el año (11.8%) y ubicación laboral (10.8%).

En la Escuela de Oficiales de la Policía Nacional del Perú, la calidad de la formación académica es esencial para preparar a futuros líderes; sin embargo, la tradicional enseñanza individualista ha suscitado preocupaciones sobre su efectividad. La investigación consiste en establecer la influencia del aprendizaje cooperativo en el éxito académico en la Escuela de Oficiales de la Policía Nacional del Perú para desarrollar en estudiantes competencia que les permita vivir en sociedad. Se utilizó el enfoque cuantitativo de diseño cuasiexperimental, de alcance descriptivo-comparativo, la muestra fue no probabilística de tipo intencional, se construyeron dos pruebas; una de entrada y la otra de salida aplicadas las pruebas a 53 Cadetes del curso de Psicología del delincuente. Los resultados permitieron apreciar que el método del aprendizaje cooperativo estimula la creatividad, favorece el desarrollo de procesos cognitivos, categoriza el análisis crítico y la resolución de problemas en la comparación del grupo experimental y el grupo control, que se tradujo en los puntajes obtenidos al finalizar el curso con el método tradicional y el cooperativo. Evidenciando que el uso de estrategias pedagógicas que fomenten las habilidades sociales fortalece el rendimiento académico de los oficiales en formación.

Objetivo: Este artículo centra como propósito fundamental esclarecer la relación entre el desarrollo cognitivo y la actitud de los estudiantes universitarios ante el aborto. El desarrollo cognitivo es la implementación de habilidades de procesamiento de información que nos permiten adaptarnos al medio, su nivel define nuestra inteligencia. El rendimiento académico ha sido asociado a esta última, cuando en realidad lo que mide es el nivel de integración de un sujeto a un sistema educativo. Este sistema educativo puede ser defectuoso o, peor aún, puede estar idiologizado. Por su parte, el aborto es una materia ideologizada que ha sido justificada desde perspectivas reduccionistas y simplistas que están presentes cada vez más en los sistemas educativos.Métodos: La investigación es de tipo cuantitativo, transversal y con alcance correlacional y cuasi-experimental. El rendimiento académico se midió a partir del resultado de la nota de grado del bachillerato y la calificación universitaria promedio en la carrera universitaria. La medición del razonamiento abstracto fue realizada por medio del Test de Analogías Figurales (TAF) digitalizado (Blum, Galibert, Abal, Lozzia, & Attorresi, 2011). Para medir la actitud hacia el aborto, se utilizó la herramienta de Cucalón y Marcial (2017).Resultados: Se pudo establecer una relación significativa entre el rendimiento académico (como índice del nivel de integración al sistema educativo) y la actitud positiva hacia el aborto. El razonamiento abstracto, habilidad más representativa del desarrollo cognitivo humano, resultó ser la más débil de las calculadas.Conclusión: Se requiere una reflexión tanto sobre la calidad de nuestro sistema educativo como sobre su efecto ideologizante. La actitud hacia el aborto no correlaciona con el desarrollo cognitivo sino con la capacidad de adaptarse de un sujeto a un sistema educativo defectuoso. Por tanto, se concluye que la capacidad de ideologizarse es producto de la acción de este mismo sistema, lo cual representa una infinidad de nuevas reflexiones acerca de hacia dónde van nuestras sociedades y qué papel está desempeñando precisamente la Educación Superior institucionalizada en esta deriva.

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]