Oliva MP, Gloria NC

Language: Spanish
References: 14
Page: 86-91
PDF size: 85.95 Kb.

ABSTRACT

This research work focused on the perception of the academic achievement of the undergraduate students of dentistry in Universidad del Desarrollo, Concepcion, Chile, by making a comparison with several variables linked to this concept in order to set an overall vision through the statistical associations among them. This is a cross-sectional, comparative and quantitative research using an expert-validated survey and pilotage from which a SPSS program-analyzed database was derived. Data were distributed parametrically; the Kolmogorov-Smirnow test and the t-Student test were applied. The results proved that the perceptions of academic achievement are linked with variables that are in turn associated to the student and to exogenous variables. It was concluded that the perception of the academic achievement is a social-educational construction made up of many interacting variables that have a bearing on the result of a formal qualification.

REFERENCES

1. Arancibia V, Herrera P, Strasser K. Psicología de la Educación. México: Alfaomega; 1999. p. 199.

2. Caldas SJ, Bankston C. Multilevel Examination of student, school and district-level effects on individual academic achievement. Journal Educ Res. 1999;93:91.

3. González, R. Una aproximación teórica al concepto de metas académicas y su relación con la motivación escolar. Psicothema. 1996;8(1):45.

4. Steinhausen H, Metzke C. Adolescent self-rated depressive symptoms in a Swiss epidemiology study. J Youth Adolesc. 2000;27:427.

5. Gleid S, Pine D. Consequences and correlates of adolescent depression. Arch Pediatr Adolesc Med. 2002;156:1009.

6. Weiner B. History of motivational research in education. Journal Of Educational Psychology. 1990;82(4):616.

7. Keller J. Motivational Design Of Instruction. Hillsdale: Nj Erlbaum; 1983.

8. González J. Adaptabilidad y cohesión familiar, implicación parental en conductas autorregulatorias, autoconcepto del estudiante y rendimiento académico. Psicothema. 2003;15(3):471-7.

9. Biggs J. Student approaches to learning and studying. Australia: Australian Council for educational research; 1987.

10. Valle A. Variables cognitivo motivacionales, enfoques de aprendizaje y rendimiento académico. Psicothema. 1998;10(2):393.

11. García F, Doménech F. Motivación, aprendizaje rendimiento escolar. Reme. 1997;1(0):1.

12. Arancibia V, Álvarez M. Características de los profesores efectivos en Chile y su impacto en el rendimiento escolar y autoconcepto académico. Psikhe. 1994;3(2):131.

13. Polaino A. Familia y autoestima. Barcelona: Ariel; 2004.

14. Jencks C. Inequality. Londres: Allen Lane; 1971. p. 128.