Examinando por Materia "Rendimiento académico"
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Ítem Autoestima y rendimiento académico en estudiantes de psicología de la Universidad Eafit, Medellín-2019(Universidad EAFIT, 2019) Ossa Builes, Juanita; Buitrago Duque, Diana CristinaThe objective of this research was to identify if there is a relationship between self-esteem and school performance in the undergraduate of Psychology at the University of EAFIT in Medellín. The application of both the AF-5 self-concept questionnaire was conducted, as well as a survey that recognized sociodemographic data and academic averages of 61 students. The description of the results of self-esteem according to each dimension (academic / work, social, emotional, family and physical) is presented, of which the family self-concept was the one that scored the highest; and with respect to academic performance, the averages of most students above four (4.0).Publicación Crónica de una nota anunciada : análisis de los factores determinantes del rendimiento académico colombiano a través de las pruebas Pisa 2022(Universidad EAFIT, 2025) Zapata Guerra, Juan David; Gaviria Ossa, Tomas; Chaparro Cardona, Juan Camilo.Ítem Determinantes del rendimiento académico en Colombia pruebas ICFES Saber 11º 2009(Universidad EAFIT, 2010) Chica Gómez, Sandra Milena; Galvis Gutiérrez, Diana Maritza; Ramírez Hassan, Andrés; Alcaldia de Medellín; Universidad EAFIT; Universidad EAFIT; Escuela de Economía y Finanzas; Economía; Estudios en Economía y EmpresaÍtem Determinantes del rendimiento académico en Colombia. Pruebas ICFES - Saber 11o, 2009*(Universidad EAFIT, 2010) Chica Gómez, Sandra Milena; Galvis Gutiérrez, Diana Maritza; Ramírez Hassan, Andrés; Universidad EAFITÍtem Heterogeneidad del colegio y desempeño académico(Universidad EAFIT, 2018) Rodríguez Ortiz, Manuel Alejandro; Ospina Londoño, MónicaThis research aims to examine the relationship between heterogeneity within schools and academic performance. For this purpose, two measures of heterogeneity are constructed, using entropy indices, which capture the heterogeneity among students of the same school in the levels of household wealth and in the educational levels reached by the parents. It is found, under both measures, that the level of heterogeneity is higher for official schools than for non-official schools. The theoretical model used to derive the empirical implications establishes that higher levels of heterogeneity among students in a school increase the academic performance of students, however, when balancing the sample there is no evidence of the effect of heterogeneity on performance.Publicación Impacto del servicio de consulta académica ofrecido por el departamento de Desarrollo Estudiantil en el rendimiento académico de los usuarios(Universidad EAFIT, 2012) Osorio Suárez, Diego Alejandro; Lerner, Jeannette; Calle Correa, Fabio AntonioEl presente documento da cuenta de la investigación realizada con el objetivo de identificar el impacto del servicio de Consulta Académica, ofrecido por el Departamento de Desarrollo Estudiantil de la Universidad EAFIT a los estudiantes de pregrado. En este sentido, se realizó un análisis cuantitativo, para determinar la correlación entre el rendimiento académico –calificaciones, créditos cancelados, créditos perdidos, promedio crédito, entre otras variables– y la frecuencia de uso del servicio. Así mismo, se llevó a cabo un análisis cualitativo, donde se realizaron grupos focales con profesores, monitores y estudiantes usuarios del servicio, en los cuales los participantes dieron testimonio de la percepción que tienen del servicio y del impacto de éste en su rendimiento académico y en el aprendizaje logrado en las asignaturas en las que recibieron acompañamiento en Consulta Académica. Con estos insumos se procedió con el análisis estadístico, calculando los coeficientes de correlación entre las variables mencionadas y se hizo un proceso de interpretación de los testimonios recogidos en los grupos focales, para concluir sobre el impacto de este servicio de apoyo a los procesos formativos.Ítem El método analítico en el ámbito pedagógico(Universidad EAFIT, 2001) Lerner, Jeannette; Gil, Lina Marcela; Universidad EAFITÍtem Rendimiento académico: ¿qué papel juegan los factores institucionales?(Universidad EAFIT, 2014-06-16) Montes, Isabel; Garcés, José David; Chica, Sandra Milena; Jaramillo, Alberto; imontesg@eafit.edu.co; jgarces3@eafit.edu.co; smchica@gmail.com; ajarami@eafit.edu.coThis paper examines which is the relationship between institutional factors and the academic achievement in mathematics. To reach this purpose, 1,653 students who had taken the test in 2010 and who came from 44 high schools in Medellin, Colombia were selected. The econometric estimate was conducted by means of Hierarchical Linear Model (HLM), which its independent variables were classified in two levels: student and institution. Our main results provide evidence to support that 31.4% of educational attainment in mathematics is explained by institutional variables such as the number of hours in math class, to belong to private schools and with a unique gender, the use of textbook and the school size.Ítem Separación marital, interpretación y percepción del rendimiento académico de los hijos(Universidad Eafit, 2020) Zea Giraldo, Kelly Dahiana; Vásquez, AndrésObjective: 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.