Examinando por Materia "PERSONALIDAD Y RENDIMIENTO ACADÉMICO"

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    Ítem
    ¿Existe relación entre las habilidades socioemocionales y el rendimiento académico en las pruebas estandarizadas? Estudio empírico en adolescentes colombianos
    (Universidad EAFIT, 2022) Arango Tobón, Valeria; Agudelo Arbeláez, Valentina; Hernández Flórez, Mónica
    The study of Colombian academic performance lacks a deep analysis of socio-emotional skills. Through a multiple linear regression model, this study analyzed the relationship between socioemotional skills and academic performance for more than 2,800 9th grade students in more than 463 educational institutions around Colombia. The analysis shows that there is a relationship of 36.6% between socio-emocional skills and the average in the Saber 9 tests. It was found that the skills of external intrinsic motivation, empathy and self-beliefs are closely related to the result in the tests, showing that focusing on students' social-emotional skills is of great importance if the goal is to improve overall academic performance.
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    Ítem
    Separación marital, interpretación y percepción del rendimiento académico de los hijos
    (Universidad Eafit, 2020) Zea Giraldo, Kelly Dahiana; Vásquez, Andrés
    Objective: To describe how a group of separated parents perceive performance academic of their children. Method: Qualitative research, which was selected because among his interests is to know, describe and observe the behavior, obtaining results by means of the elements or aspects that may be identified by the researchers in the discourse of the people in their sample. Results: One of the most significant changes in academic performance of the children who were part of this research is the separation from their parents, This brought with it a series of attitudes of discouragement and disinterest to carry out the academic activities. Conclusions: This group of separated parents perceive the negative and deteriorated academic performance of their children, this for conditions, the first because children cannot talk about the trauma it generates this separation; and the second because children as they feel threatened his parents lose authority, this may be a trigger for his poor performance in educational institution, because it requires a level of structuring that is linked to the authority.