Academic performance and its relation with intrinsic factors in engineering students
The association between academic performance, self-regulation, psychological well-being and cognitive processes was studied in 950 students of the engineering programs of the University of Cartagena between 2014 and 2016. The academic performance was evaluated by survey from the dimensions defined b...
- Autores:
-
Fong Silva, Waldyr
Cuases Arrieta, Jesus
Pinedo Cabarcas, Javier
- Tipo de recurso:
- Article of journal
- Fecha de publicación:
- 2018
- Institución:
- Universidad Cooperativa de Colombia
- Repositorio:
- Repositorio UCC
- Idioma:
- OAI Identifier:
- oai:repository.ucc.edu.co:20.500.12494/15310
- Palabra clave:
- Rendimiento académico
Procesos cognitivos
Bienestar psicológico
Autorregulación
Academic Performance
Cognitive processes
Psychological well-being
Self-regulation
- Rights
- closedAccess
- License
- Atribución – No comercial – Compartir igual
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Academic performance and its relation with intrinsic factors in engineering students |
| title |
Academic performance and its relation with intrinsic factors in engineering students |
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Academic performance and its relation with intrinsic factors in engineering students Rendimiento académico Procesos cognitivos Bienestar psicológico Autorregulación Academic Performance Cognitive processes Psychological well-being Self-regulation |
| title_short |
Academic performance and its relation with intrinsic factors in engineering students |
| title_full |
Academic performance and its relation with intrinsic factors in engineering students |
| title_fullStr |
Academic performance and its relation with intrinsic factors in engineering students |
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Academic performance and its relation with intrinsic factors in engineering students |
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Academic performance and its relation with intrinsic factors in engineering students |
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Fong Silva, Waldyr Cuases Arrieta, Jesus Pinedo Cabarcas, Javier |
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Fong Silva, Waldyr Cuases Arrieta, Jesus Pinedo Cabarcas, Javier |
| dc.subject.spa.fl_str_mv |
Rendimiento académico Procesos cognitivos Bienestar psicológico Autorregulación |
| topic |
Rendimiento académico Procesos cognitivos Bienestar psicológico Autorregulación Academic Performance Cognitive processes Psychological well-being Self-regulation |
| dc.subject.other.spa.fl_str_mv |
Academic Performance Cognitive processes Psychological well-being Self-regulation |
| description |
The association between academic performance, self-regulation, psychological well-being and cognitive processes was studied in 950 students of the engineering programs of the University of Cartagena between 2014 and 2016. The academic performance was evaluated by survey from the dimensions defined by Valle-Santos et. al (2013): conceptual performance, procedural performance and global performance. Self-regulation and cognitive processes were evaluated using the instrument designed by Lindner et al (1993) called "Inventory of Self-Regulation of Learning". Psychological well-being was assessed using the psychological wellbeing scale, formulated by Ryff & Keyes (1995). For the relationship analysis, the variables were crossed and the bar diagrams and the 2x2 contingency tables were constructed applying the Chi-Square independence test. The values of 0.90, 0.89 and 0.91 for Cronbach's alpha allowed to validate the instruments: Inventory of Self-regulation of Learning, academic performance and psychological well-being, respectively. The results indicate that there is a significant degree of statistical significance (p <0.05) between academic performance with self-regulation of learning (p = 0.032), psychological well-being (p = 0.0000) and cognitive processes (p = 0.0009) at a level of 95% confidence. This means that the engineering student is an emotionally stable student, who is comfortable with the chosen career and has a high degree of abstraction, analysis and competence. |
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2018 |
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2018-10-28 |
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2019-11-28T18:19:02Z |
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2019-11-28T18:19:02Z |
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Artículo |
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http://purl.org/coar/resource_type/c_2df8fbb1 |
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1314-7641 |
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https://doi.org/10.12988/ces.2018.88472 |
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https://hdl.handle.net/20.500.12494/15310 |
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Fong Silva, W., Cuases Arrieta, J., y Pinedo Cabarcas, J., (2018). Academic performance and its relation with intrinsic factors in engineering students. Contemporary engineering sciences, P. 11 |
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1314-7641 Fong Silva, W., Cuases Arrieta, J., y Pinedo Cabarcas, J., (2018). Academic performance and its relation with intrinsic factors in engineering students. Contemporary engineering sciences, P. 11 |
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https://doi.org/10.12988/ces.2018.88472 https://hdl.handle.net/20.500.12494/15310 |
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http://www.m-hikari.com/ces/ces2018/ces89-92-2018/88472.html |
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Santa Marta |
| dc.relation.ispartofjournal.spa.fl_str_mv |
Contemporary engineering sciences |
| dc.relation.references.spa.fl_str_mv |
M. Latiesa, The University desertion. Madrid, century XXI-CIS, (1992) no. 124. S. Rodríguez, S. Fita and M. Torrado, El rendimiento académico en la transición secundaria-universidad, Journal of Education. Current Teaching Topics, (2004), no. 334, 391-414. Rubén Edel Navarro, Academic performance: Concept, research and development, 5 (2003) M.V. Covington, Goal, theory, motivation and school achievement: an integrative review, Annual Review of Psychology, 51 (2000), 171-200. https://doi.org/10.1146/annurev.psych.51.1.171 D. Schunk, Theories of Learning: An Educational Perspective, (edition, México, D.F.: Pearson, 2012. A. Hurtado, Family and education in today´s world, Journal of Education of the Catholic University of Santa Maria, Arequipa, 10 (2000), no. 5, 18-26 R. Veenhoven, Is Happiness Relative?, Social Indicators Research, 24 (1991), 1-34. https://doi.org/10.1007/BF00292648 A. Bartra and E. Guerra, Depression and Self-Concept in University Peruana Unión Filial Tarapoto, PhD Tesis, University Peruana Unión, Tarapoto, Perú, 2013. D. Kolb, Experiential Learning: Experience as the Source of Learning and Development, New Jersey, Prentice Hall PTR, 1984. S. De la Torre and J. Mallart, Cognitive Styles and Curriculum, Bordón, 43 (1991), no. 1. Waldyr Fong Silva, Remedios Pitre Redondo, Meredith Jimenez Cardenas, Intrinsic motivation and its association with cognitive, actitudinal and previous knowledge processes in engineering students, Contemporary Engineering Sciences, 11 (2018), no. 3, 129 – 138. https://doi.org/10.12988/ces.2018.79114 M. A. Valle Santos Álvarez, Eleuterio Vallelado, Algunas dimensiones relacionadas con el rendimiento académico de estudiantes de Administración y Dirección de Empresas, Universitas Psychologica, 12 (2013), no. 3, 739-752. https://doi.org/10.11144/javeriana.upsy12-3.adrr R. Lindner, B. Harris and W. Gordon, Teaching self-regulated learning strategies, Annual Conference of the Association for Educational Communications and Technology. New Orleans, LA, (1993). C. Ryff, Happiness is everithing, or Is it? Explorations on the meaning of psychological well-being, Journal of Personality and Social Psychology, 57 (1989), 1069-1081. https://doi.org/10.1037//0022-3514.57.6.1069 C. Ryff, C. Keyes, The structure of psychological well-being revisited, Journal of Personality and Social Psychology, 69 (1995), 719-727. https://doi.org/10.1037//0022-3514.69.4.719 L.J. Cronbach, Coefficient alpha and the internal structure of tests, Psychometrika, 16 (1951), no. 3, 297-334. https://doi.org/10.1007/bf02310555 W.J. Stevenson, Statistics for Administration and Economy: Concepts and Applications, México: Harla, 1981. |
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Universidad Cooperativa de Colombia, Facultad de Ingenierías, Ingeniería Electrónica, Santa Marta |
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Ingeniería Electrónica |
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Fong Silva, WaldyrCuases Arrieta, JesusPinedo Cabarcas, Javier112019-11-28T18:19:02Z2019-11-28T18:19:02Z2018-10-281314-7641https://doi.org/10.12988/ces.2018.88472https://hdl.handle.net/20.500.12494/15310Fong Silva, W., Cuases Arrieta, J., y Pinedo Cabarcas, J., (2018). Academic performance and its relation with intrinsic factors in engineering students. Contemporary engineering sciences, P. 11The association between academic performance, self-regulation, psychological well-being and cognitive processes was studied in 950 students of the engineering programs of the University of Cartagena between 2014 and 2016. The academic performance was evaluated by survey from the dimensions defined by Valle-Santos et. al (2013): conceptual performance, procedural performance and global performance. Self-regulation and cognitive processes were evaluated using the instrument designed by Lindner et al (1993) called "Inventory of Self-Regulation of Learning". Psychological well-being was assessed using the psychological wellbeing scale, formulated by Ryff & Keyes (1995). For the relationship analysis, the variables were crossed and the bar diagrams and the 2x2 contingency tables were constructed applying the Chi-Square independence test. The values of 0.90, 0.89 and 0.91 for Cronbach's alpha allowed to validate the instruments: Inventory of Self-regulation of Learning, academic performance and psychological well-being, respectively. The results indicate that there is a significant degree of statistical significance (p <0.05) between academic performance with self-regulation of learning (p = 0.032), psychological well-being (p = 0.0000) and cognitive processes (p = 0.0009) at a level of 95% confidence. This means that the engineering student is an emotionally stable student, who is comfortable with the chosen career and has a high degree of abstraction, analysis and competence.https://scienti.colciencias.gov.co/cvlac/EnRecursoHumano/inicio.do 00016252552015031918170000-0001-7102-5481https://scienti.colciencias.gov.co/cvlac/infoScienti/grupos.dojesus.cuasesa@campusucc.edu.co9Universidad Cooperativa de Colombia, Facultad de Ingenierías, Ingeniería Electrónica, Santa MartaIngeniería ElectrónicaSanta Martahttp://www.m-hikari.com/ces/ces2018/ces89-92-2018/88472.htmlSanta MartaContemporary engineering sciencesM. Latiesa, The University desertion. Madrid, century XXI-CIS, (1992) no. 124.S. Rodríguez, S. Fita and M. Torrado, El rendimiento académico en la transición secundaria-universidad, Journal of Education. Current Teaching Topics, (2004), no. 334, 391-414.Rubén Edel Navarro, Academic performance: Concept, research and development, 5 (2003)M.V. Covington, Goal, theory, motivation and school achievement: an integrative review, Annual Review of Psychology, 51 (2000), 171-200. https://doi.org/10.1146/annurev.psych.51.1.171D. Schunk, Theories of Learning: An Educational Perspective, (edition, México, D.F.: Pearson, 2012.A. Hurtado, Family and education in today´s world, Journal of Education of the Catholic University of Santa Maria, Arequipa, 10 (2000), no. 5, 18-26R. Veenhoven, Is Happiness Relative?, Social Indicators Research, 24 (1991), 1-34. https://doi.org/10.1007/BF00292648A. Bartra and E. Guerra, Depression and Self-Concept in University Peruana Unión Filial Tarapoto, PhD Tesis, University Peruana Unión, Tarapoto, Perú, 2013.D. Kolb, Experiential Learning: Experience as the Source of Learning and Development, New Jersey, Prentice Hall PTR, 1984.S. De la Torre and J. Mallart, Cognitive Styles and Curriculum, Bordón, 43 (1991), no. 1.Waldyr Fong Silva, Remedios Pitre Redondo, Meredith Jimenez Cardenas, Intrinsic motivation and its association with cognitive, actitudinal and previous knowledge processes in engineering students, Contemporary Engineering Sciences, 11 (2018), no. 3, 129 – 138. https://doi.org/10.12988/ces.2018.79114M. A. Valle Santos Álvarez, Eleuterio Vallelado, Algunas dimensiones relacionadas con el rendimiento académico de estudiantes de Administración y Dirección de Empresas, Universitas Psychologica, 12 (2013), no. 3, 739-752. https://doi.org/10.11144/javeriana.upsy12-3.adrrR. Lindner, B. Harris and W. Gordon, Teaching self-regulated learning strategies, Annual Conference of the Association for Educational Communications and Technology. New Orleans, LA, (1993).C. Ryff, Happiness is everithing, or Is it? Explorations on the meaning of psychological well-being, Journal of Personality and Social Psychology, 57 (1989), 1069-1081. https://doi.org/10.1037//0022-3514.57.6.1069C. Ryff, C. Keyes, The structure of psychological well-being revisited, Journal of Personality and Social Psychology, 69 (1995), 719-727. https://doi.org/10.1037//0022-3514.69.4.719L.J. Cronbach, Coefficient alpha and the internal structure of tests, Psychometrika, 16 (1951), no. 3, 297-334. https://doi.org/10.1007/bf02310555W.J. Stevenson, Statistics for Administration and Economy: Concepts and Applications, México: Harla, 1981.Rendimiento académicoProcesos cognitivosBienestar psicológicoAutorregulaciónAcademic PerformanceCognitive processesPsychological well-beingSelf-regulationAcademic performance and its relation with intrinsic factors in engineering studentsArtículohttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1http://purl.org/coar/version/c_970fb48d4fbd8a85info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionAtribución – No comercial – Compartir igualinfo:eu-repo/semantics/closedAccesshttp://purl.org/coar/access_right/c_14cbPublicationTEXT2018_academic_performance_relation.pdf.txt2018_academic_performance_relation.pdf.txtExtracted 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