Factores que Influyen en el Desarrollo y Rendimiento Escolar de los Jóvenes de Bachillerato

Gaxiola, Melanie Itsel Barrios; Armenta, Martha Frías

doi:10.15446/rcp.v25n1.46921

Cited by 33 publications

(19 citation statements)

References 15 publications

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“…Especialmente no que diz respeito a aprendizagem, a presença de problemas emocionais e de comportamento podem prejudicar o rendimento escolar (Gaxiola & Frías, 2016). Estudos brasileiros indicam que o baixo rendimento escolar associado aos problemas emocionais e de comportamento está entre as principais queixas que motivam a busca pelos serviços de saúde mental (Gauy, 2016;Santos, 2006;Valverde, Vitalle, Sampaio, & Schoen, 2012).…”

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Contribuição dos Indicadores de Problemas Emocionais e de Comportamento para o Rendimento Escolar

Borba¹,

Marin²

2017

Rev. colomb. psicol.

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Excepto que se establezca de otra forma, el contenido de esta revista cuenta con una licencia Creative Commons "reconocimiento, no comercial y sin obras derivadas" Colombia 2.5, que puede consultarse en: http://creativecommons.org/licenses/by-nc-nd/2.5/co Impacts of Emotional Problems and Behavior Indicators on Performance at School AbstractThis study investigates to what extent emotional and behavioral problems impact on and explain the academic performance of adolescents. 70 students, 70 families and 21 teachers participated in the study, completing the Youth Self-Report (ysr), the Child Behavior Checklist (cbcl) and the Teacher Report Form (trf). School performance was assessed using the final grade in Portuguese and mathematics. The evaluation of adolescents, families and teachers shows that attention problems explain low school performance, in addition to the externalization of problems indicated by the adolescents and the isolation or depression indicated by the teachers. The article highlights the importance of attention to these variables, given their influence on adolescents' learning.Keywords: behavior disorders, educational attainment level, adolescence. Contribución de los Indicadores de Problemas Emocionales y de Comportamiento al Rendimiento EscolarResumen Este estudio investiga en qué medida los indicadores de problemas emocionales y conductuales contribuyen y explican el rendimiento académico de los adolescentes. En la investigación participaron 70 estudiantes, 70 familias y 21 maestros, que respondieron el Autoinforme para jóvenes (ysr, por sus siglas en inglés), el Inventario de conductas de niños y adolescentes (cbcl, por sus siglas en inglés) y el Informe del educador (trf, por sus siglas en inglés). El rendimiento escolar se evaluó a partir de la media final en las disciplinas de portugués y matemáticas. En la evaluación de los adolescentes, sus familias y los maestros se destaca que los problemas de atención explican el bajo rendimiento escolar, además de la externalización de los problemas indicados por los adolescentes y los síntomas de aislamiento o depresión señalados por los profesores. Se resalta la importancia de prestar atención a este tipo de indicadores, dada su influencia sobre el aprendizaje de los adolescentes.Palabras clave: trastornos de la conducta, rendimiento escolar, adolescencia.

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Contribuição dos Indicadores de Problemas Emocionais e de Comportamento para o Rendimento Escolar

Borba¹,

Marin²

2017

Rev. colomb. psicol.

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“…Likewise, other important finding from this research was that the students from the first semester scored higher, that the rest of the students, in the learning strategies and school wellbeing. One possible explanation to this result rest in the proposal of other authors who mentioned that the motivational aspects related with the goals that the students establish in their learning process, which allow them to guide their interest in specific information and to gather the strategies needed to appropriate it in their knowledge baggage [23]. Considering this, we could say that the students from the first semester have higher expectations related to the learning they expect to gather, which might diminish as the students move forward to higher semesters, showing an increase at the last semester, maybe because it includes activities in real work situations, which results interesting for them.…”

Section: /11mentioning

confidence: 99%

School Wellbeing, Learning Strategies and Expected Learning in College Students

Guadalajara¹,

Aguascalientes²,

Imss³

et al. 2017

OALib

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The scientific community recognizes the relevance that motivational elements and students planned actions have in the process of obtaining the expected learning, however, there is no research focused on exploring the association between those variables and the learning outcomes in college students. Considering this, the aim of this research was to describe the association between school wellbeing, learning strategies and expected learning in college students. A study with a descriptive and transversal design was developed. Descriptive analysis was applied using frequencies and distribution measurements. The comparisons in the learning strategies and the school wellbeing of the students were developed by grade, using one-way analysis of variance (ANOVA). The association between the study variables was established using χ 2. The results indicated that there is a statistically significant association between school wellbeing and expected learning; also, we found statistically significant differences between the variables when grouping by school grade according to the student's semester, favoring the first semester students. We conclude that the school wellbeing is an element of the school life closely associated with the achievement of the expected learning in the students, being necessary to focus the attention of the future research on the role that the environment and the motivational aspects of the school interactions might be playing in the students' academic development.

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“…However, when analyzing the results of the studies, regardless of the instrument used, an approximation between the social domains investigated and the themes pertinent to the reality of each domain (school, family, peer group and community) could be observed. In studies emphasizing academic skills, one of the PYD resources focused on the school context, it was found that self-effi cacy was signifi cantly associated with academic performance in general, and with areas, such as arts, sciences, languages, social and mathematics (Contreras et al, 2005;Gaxiola & Armenta, 2016). There were also signifi cant differences in the beliefs of the students regarding academic self-effi cacy (in the dimensions involving self-effi cacy to learn and act in school life) according to the educational level of the parents (Guerreiro-Casanova et al, 2011).…”

Section: Implications Of the Association Between Self-effi Cacy And Pmentioning

confidence: 99%

Self-efﬁ cacy and Positive Youth Development: A Narrative Review of the Literature

Franco¹,

Rodrigues²

2018

Temas Psicol.

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Positive Youth Development (PYD) addresses the promotion of the health of all adolescents, aiming to enhance their abilities and highlight the positive qualities of this period of development combined with resources from the environment and from signifi cant people. Among these qualities, satisfactory self-effi cacy beliefs are essential for achieving a healthy life, as they constitute resources that promote a positive adaptation to adult life. This narrative review aimed to discuss relationships between selfeffi cacy beliefs and developmental resources in different social domains. Articles were retrieved from the SciELO, PubMed, Web of Science, Scopus, CAPES and PsycINFO databases. The search terms 'self-effi cacy' and 'positive youth development' were used, without delimiting the time interval. The scientifi c production was found to be recent, with 19 studies included that associated self-effi cacy and PYD resources. These were predominantly cross-sectional studies, with samples mainly composed of high school students. Among the resources found, academic, physical, career and social support skills were highlighted. Individually, self-effi cacy and academic performance presented more scientifi c productions, however, the association between these variables requires more research. Studies on selfeffi cacy and PYD are highlighted and some horizons for future research are pointed out.

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Factores que Influyen en el Desarrollo y Rendimiento Escolar de los Jóvenes de Bachillerato

Cited by 33 publications

References 15 publications

Contribuição dos Indicadores de Problemas Emocionais e de Comportamento para o Rendimento Escolar

Contribuição dos Indicadores de Problemas Emocionais e de Comportamento para o Rendimento Escolar

School Wellbeing, Learning Strategies and Expected Learning in College Students

Self-efﬁ cacy and Positive Youth Development: A Narrative Review of the Literature

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