Modifications of academic competences and intelligence in a university grade

The aim of the study was to analyze differences in intelligence, academic competences, and academic achievement by gender and academic course in sports science university students. To reach the study aim we analyzed in 267 (226 males and 41 females) first and last year students’ degree the variables...

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Autores:
López-Varas, Francisco
García-López, Oscar
Icarán-Francisco, Eva Maria
Burgos-Postigo, Silvia
Clemente-Suárez, Vicente Javier
Tipo de recurso:
http://purl.org/coar/resource_type/c_816b
Fecha de publicación:
2021
Institución:
Corporación Universidad de la Costa
Repositorio:
REDICUC - Repositorio CUC
Idioma:
eng
OAI Identifier:
oai:repositorio.cuc.edu.co:11323/8793
Acceso en línea:
https://hdl.handle.net/11323/8793
https://doi.org/10.1016/j.physbeh.2021.113564
https://repositorio.cuc.edu.co/
Palabra clave:
Intelligence
Competences
Gender differences
Experience
Academic achievement
Rights
openAccess
License
CC0 1.0 Universal
id RCUC2_247c65ed3db3df2c3a3ea63e5e70f2bf
oai_identifier_str oai:repositorio.cuc.edu.co:11323/8793
network_acronym_str RCUC2
network_name_str REDICUC - Repositorio CUC
repository_id_str
dc.title.spa.fl_str_mv Modifications of academic competences and intelligence in a university grade
title Modifications of academic competences and intelligence in a university grade
spellingShingle Modifications of academic competences and intelligence in a university grade
Intelligence
Competences
Gender differences
Experience
Academic achievement
title_short Modifications of academic competences and intelligence in a university grade
title_full Modifications of academic competences and intelligence in a university grade
title_fullStr Modifications of academic competences and intelligence in a university grade
title_full_unstemmed Modifications of academic competences and intelligence in a university grade
title_sort Modifications of academic competences and intelligence in a university grade
dc.creator.fl_str_mv López-Varas, Francisco
García-López, Oscar
Icarán-Francisco, Eva Maria
Burgos-Postigo, Silvia
Clemente-Suárez, Vicente Javier
dc.contributor.author.spa.fl_str_mv López-Varas, Francisco
García-López, Oscar
Icarán-Francisco, Eva Maria
Burgos-Postigo, Silvia
Clemente-Suárez, Vicente Javier
dc.subject.spa.fl_str_mv Intelligence
Competences
Gender differences
Experience
Academic achievement
topic Intelligence
Competences
Gender differences
Experience
Academic achievement
description The aim of the study was to analyze differences in intelligence, academic competences, and academic achievement by gender and academic course in sports science university students. To reach the study aim we analyzed in 267 (226 males and 41 females) first and last year students’ degree the variables of intelligence (Reasoning scale of the Primary Mental Abilities Test), academic achievement and self-perception of 40 academic competences (30 general competences and 10 specific competences). We found how last year degree students presented higher general and specific competences than first year students, not presenting differences in intelligence and academic achievement. Female students presented higher academic achievement and higher values in some general and specific competences but not in intelligence.
publishDate 2021
dc.date.accessioned.none.fl_str_mv 2021-10-21T13:46:58Z
dc.date.available.none.fl_str_mv 2021-10-21T13:46:58Z
dc.date.issued.none.fl_str_mv 2021
dc.date.embargoEnd.none.fl_str_mv 2022
dc.type.spa.fl_str_mv Pre-Publicación
dc.type.coar.spa.fl_str_mv http://purl.org/coar/resource_type/c_816b
dc.type.content.spa.fl_str_mv Text
dc.type.driver.spa.fl_str_mv info:eu-repo/semantics/preprint
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dc.type.version.spa.fl_str_mv info:eu-repo/semantics/acceptedVersion
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dc.identifier.issn.spa.fl_str_mv 0031-9384
1873-507X
dc.identifier.uri.spa.fl_str_mv https://hdl.handle.net/11323/8793
dc.identifier.doi.spa.fl_str_mv https://doi.org/10.1016/j.physbeh.2021.113564
dc.identifier.instname.spa.fl_str_mv Corporación Universidad de la Costa
dc.identifier.reponame.spa.fl_str_mv REDICUC - Repositorio CUC
dc.identifier.repourl.spa.fl_str_mv https://repositorio.cuc.edu.co/
identifier_str_mv 0031-9384
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Corporación Universidad de la Costa
REDICUC - Repositorio CUC
url https://hdl.handle.net/11323/8793
https://doi.org/10.1016/j.physbeh.2021.113564
https://repositorio.cuc.edu.co/
dc.language.iso.none.fl_str_mv eng
language eng
dc.relation.references.spa.fl_str_mv [1] Almeida, L.S., Antunes, A.M., Martins, T.B., & Primi, R. (1997). Bateria de provas de raciocínio (BPR-5): apresentação e procedimentos na sua construção. Paper Presented At the Actas do I Congresso Luso-Espanhol De Psicologia Da Educação, 295–298.
[2] Barca, A., & Peralbo, M. (2002). Los contextos de aprendizaje y desarrollo en la educación secundaria obligatoria (ESO). Perspectivas de intervención psicoeducativa sobre el fracaso escolar en la comunidad autónoma de Galicia. Los Contextos De Aprendizaje y Desarrollo En La Educación Secundaria Obligatoria (ESO).: Perspectivas De Intervención Psicoeducativa Sobre El Fracaso Escolar En La Comunidad Autónoma De Galicia.
[3] A.I. Beltrán-Velasco, A. Bellido-Esteban, P. Ruisoto-Palomera, K.H. Mendoza, V.J. Clemente-Suárez The effect of cultural differences in psychophysiological stress response in high education context: a pilot study Appl. Psychophysiol. Biofeedback, 45 (1) (2020), pp. 23-29
[4] A.I. Beltrán-Velasco, A. Bellido-Esteban, P. Ruisoto-Palomera, V.J. Clemente-Suárez Use of portable digital devices to analyze autonomic stress response in psychology objective structured clinical examination J. Med. Syst., 42 (2) (2018), p. 35
[5] A.I. Beltrán-Velasco, P. Ruisoto-Palomera, A. Bellido-Esteban, M. García-Mateos, V.J. Clemente-Suárez Analysis of psychophysiological stress response in higher education students undergoing clinical practice evaluation J. Med. Syst., 43 (3) (2019), p. 68
[6] V.J. Clemente-Suárez, A.I. Beltrán-Velasco, A. Bellido-Esteban, P. Ruisoto-Palomera Autonomic adaption to clinical simulation in psychology students: teaching applications Appl. Psychophysiol. Biofeedback, 43 (3) (2018), pp. 239-245
[7] V.J. Clemente-Suárez, E. Navarro-Jiménez, L. Moreno-Luna, M.C. Saavedra-Serrano, M. Jimenez, J.A. Simón, J.F. Tornero-Aguilera The impact of the COVID-19 pandemic on social, health, and economy Sustainability, 13 (11) (2021), p. 6314
[8] R. Colom, O. Garcı́a-López Sex differences in fluid intelligence among high school graduates Pers. Individ. Dif., 32 (3) (2002), pp. 445-451
[9] Å. Diseth The relationship between intelligence, approaches to learning and academic achievement Scand. J. Educ. Res., 46 (2) (2002), pp. 219-230
[10] M. Echavarri, J.C. Godoy, F. Olaz Diferencias de género en habilidades cognitivas y rendimiento académico en estudiantes universitarios Univ. Psychol., 6 (2) (2007), pp. 319-329
[11] M.A. Fernandez Vilar, J.A. Carranza Carnicero, M. Ato García Efecto del ajuste socioemocional en el rendimiento y las competencias académicas en el contexto escolar: estudio comparativo An. Psicol., 28 (3) (2012), pp. 892-903
[12] M.M. Filkowski, R.M. Olsen, B. Duda, T.J. Wanger, D. Sabatinelli Sex differences in emotional perception: meta-analysis of divergent activation Neuroimage, 147 (2017), pp. 925-933
[13] J. González, R. Wagenaar Tuning Educational Structures in Europe University of Deusto Final report. Phase one Bilbao (2003)
[14] F. Green, D. Ashton, A. Felstead Estimating the determinants of supply of computing, problem-solving, communication, social, and teamworking skills Oxf. Econ. Pap., 53 (3) (2001), pp. 406-433
[15] A. Gutierrez-Zotes, J. Labad, L. Martorell, A. Gaviria, C. Bayon, E. Vilella, C.R. Cloninger The revised temperament and character inventory: normative data by sex and age from a Spanish normal randomized sample PeerJ, 3 (2015), p. e1481
[16] D.J. Kennett, K. Keefer Impact of learned resourcefulness and theories of intelligence on academic achievement of university students: an integrated approach Educ. Psychol. (Lond), 26 (3) (2006), pp. 441-457
[17] K. Kleisner, V. Chvátalová, J. Flegr Perceived intelligence is associated with measured intelligence in men but not women PLoS ONE, 9 (3) (2014), p. e81237
[18] O. Lungu, S. Potvin, A. Tikàsz, A. Mendrek Sex differences in effective fronto-limbic connectivity during negative emotion processing Psychoneuroendocrinology, 62 (2015), pp. 180-188
[19]M.B. Martínez-González, C.P. Arenas-Rivera, A.A. Cardozo-Rusinque, A.R. Morales-Cuadro, M. Acuña-Rodríguez, Y. Turizo-Palencia, V.J. Clemente-Suárez Psychological and gender differences in a simulated cheating coercion situation at school Soc. Sci., 10 (7) (2021), p. 265
[20] D. Mendoza-Castejón, V.J. Clemente-Suárez Autonomic profile, physical activity, body mass index and academic performance of school students Sustainability, 12 (17) (2020), p. 6718
[21] H. Naderi, R. Abdullah, H. Tengku Aizan Male versus female intelligence among undergraduate students: does gender matter? Asian J. Sci. Res., 1 (5) (2008), pp. 539-543
[22] H. Naderi, R. Abdullah, H.T. Aizan, J. Sharir Intelligence and academic achievement: an investigation of gender differences Life Sci. J., 7 (1) (2010)
[23] R.E. Navarro El rendimiento académico: concepto, investigación y desarrollo. REICE-revista electrónica iberoamericana sobre calidad Eficacia y Cambio En Educación, 1 (2) (2003), pp. 1-15
[24] F.O. Olaz Autoeficacia y variables vocacionales Psicología Educativa, 9 (1) (2003), pp. 5-14
[25] C.D. Placek, E.H. Hagen Fetal protection Hum. Nat., 26 (3) (2015), pp. 255-276
[26] A. Ramírez-Adrados, A.I. Beltrán-Velasco, C. Gonzalez-de-Ramos, S. Fernández-Martínez, B. Martinez-Pascual, V.E. Fernández-Elías, V.J. Clemente-Suárez The effect of final dissertation defense language, native vs. non-native, in the psychophysiological stress response of university students Physiol. Behav., 224 (2020), Article 113043
[27] A. Ramírez-Adrados, S. Fernández-Martínez, B. Martínez-Pascual, C. Gonzalez-de-Ramos, V.E. Fernández-Elías, V.J. Clemente-Suárez Psychophysiological stress response of physiotherapy last year students in his final degree dissertation Physiol. Behav., 222 (2020), Article 112928
[28] A. Ramírez-Adrados, B. Martínez-Pascual, C. Gonzalez-de-Ramos, S. Fernández-Martínez, V.E. Fernández-Elías, V.J. Clemente-Suárez The impact of nationality on the psychophysiological stress response and academic fulfilment in the final degree dissertation Int. J. Environ. Res. Public Health, 18 (8) (2021), p. 4035
[29] L. Redondo-Flórez, J.F. Tornero-Aguilera, V.J. Clemente-Suárez Could academic experience modulate psychophysiological stress response of biomedical sciences students in laboratory? Physiol. Behav., 223 (2020), Article 113017
[30] L. Redondo-Flórez, D.J. Ramos-Campo, V.J. Clemente-Suárez Body composition, psychological, cardiovascular, and physical activity factors related with academic school performance Sustainability, 13 (16) (2021), p. 8775
[31] P. Sánchez-Conde, A.I. Beltrán-Velasco, V.J. Clemente-Suárez Influence of psychological profile in autonomic response of nursing students in their first hospital clinical stays Physiol. Behav., 207 (2019), pp. 99-103, 10.1016/j.physbeh.2019.05.008
[32] J. te Nijenhuis, E. Tolboom, W. Resing, N. Bleichrodt Does cultural background influence the intellectual performance of children from immigrant groups? Eur. J. Psychol. Assess., 20 (1) (2004), pp. 10-26
[33] Thurstone, L.L. (1938). Primary mental abilities. Psychometric Monographs.
[34] J.F. Tornero-Aguilera, V.J. Clemente-Suárez Cognitive and psychophysiological impact of surgical mask use during university lessons Physiol. Behav., 234 (2021), Article 113342
[35] A. Villa, M. Poblete Aprendizaje basado en competencias Una Propuesta Para La Evaluación De Las Competencias Genéricas, Mensajero/ICE Universidad De Deusto, Bilbao (2007)
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spelling López-Varas, FranciscoGarcía-López, OscarIcarán-Francisco, Eva MariaBurgos-Postigo, SilviaClemente-Suárez, Vicente Javier2021-10-21T13:46:58Z2021-10-21T13:46:58Z202120220031-93841873-507Xhttps://hdl.handle.net/11323/8793https://doi.org/10.1016/j.physbeh.2021.113564Corporación Universidad de la CostaREDICUC - Repositorio CUChttps://repositorio.cuc.edu.co/The aim of the study was to analyze differences in intelligence, academic competences, and academic achievement by gender and academic course in sports science university students. To reach the study aim we analyzed in 267 (226 males and 41 females) first and last year students’ degree the variables of intelligence (Reasoning scale of the Primary Mental Abilities Test), academic achievement and self-perception of 40 academic competences (30 general competences and 10 specific competences). We found how last year degree students presented higher general and specific competences than first year students, not presenting differences in intelligence and academic achievement. Female students presented higher academic achievement and higher values in some general and specific competences but not in intelligence.López-Varas, FranciscoGarcía-López, OscarIcarán-Francisco, Eva MariaBurgos-Postigo, SilviaClemente-Suárez, Vicente Javier-will be generated-orcid-0000-0002-2397-2801-600application/pdfengCorporación Universidad de la CostaCC0 1.0 Universalhttp://creativecommons.org/publicdomain/zero/1.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Physiology and Behaviorsciencedirect.com/science/article/pii/S0031938421002535?dgcid=rss_sd_allIntelligenceCompetencesGender differencesExperienceAcademic achievementModifications of academic competences and intelligence in a university gradePre-Publicaciónhttp://purl.org/coar/resource_type/c_816bTextinfo:eu-repo/semantics/preprinthttp://purl.org/redcol/resource_type/ARTOTRinfo:eu-repo/semantics/acceptedVersion[1] Almeida, L.S., Antunes, A.M., Martins, T.B., & Primi, R. (1997). Bateria de provas de raciocínio (BPR-5): apresentação e procedimentos na sua construção. Paper Presented At the Actas do I Congresso Luso-Espanhol De Psicologia Da Educação, 295–298.[2] Barca, A., & Peralbo, M. (2002). Los contextos de aprendizaje y desarrollo en la educación secundaria obligatoria (ESO). Perspectivas de intervención psicoeducativa sobre el fracaso escolar en la comunidad autónoma de Galicia. Los Contextos De Aprendizaje y Desarrollo En La Educación Secundaria Obligatoria (ESO).: Perspectivas De Intervención Psicoeducativa Sobre El Fracaso Escolar En La Comunidad Autónoma De Galicia.[3] A.I. Beltrán-Velasco, A. Bellido-Esteban, P. Ruisoto-Palomera, K.H. Mendoza, V.J. Clemente-Suárez The effect of cultural differences in psychophysiological stress response in high education context: a pilot study Appl. Psychophysiol. Biofeedback, 45 (1) (2020), pp. 23-29[4] A.I. Beltrán-Velasco, A. Bellido-Esteban, P. Ruisoto-Palomera, V.J. Clemente-Suárez Use of portable digital devices to analyze autonomic stress response in psychology objective structured clinical examination J. Med. Syst., 42 (2) (2018), p. 35[5] A.I. Beltrán-Velasco, P. Ruisoto-Palomera, A. Bellido-Esteban, M. García-Mateos, V.J. Clemente-Suárez Analysis of psychophysiological stress response in higher education students undergoing clinical practice evaluation J. Med. Syst., 43 (3) (2019), p. 68[6] V.J. Clemente-Suárez, A.I. Beltrán-Velasco, A. Bellido-Esteban, P. Ruisoto-Palomera Autonomic adaption to clinical simulation in psychology students: teaching applications Appl. Psychophysiol. Biofeedback, 43 (3) (2018), pp. 239-245[7] V.J. Clemente-Suárez, E. Navarro-Jiménez, L. Moreno-Luna, M.C. Saavedra-Serrano, M. Jimenez, J.A. Simón, J.F. Tornero-Aguilera The impact of the COVID-19 pandemic on social, health, and economy Sustainability, 13 (11) (2021), p. 6314[8] R. Colom, O. Garcı́a-López Sex differences in fluid intelligence among high school graduates Pers. Individ. Dif., 32 (3) (2002), pp. 445-451[9] Å. Diseth The relationship between intelligence, approaches to learning and academic achievement Scand. J. Educ. Res., 46 (2) (2002), pp. 219-230[10] M. Echavarri, J.C. Godoy, F. Olaz Diferencias de género en habilidades cognitivas y rendimiento académico en estudiantes universitarios Univ. Psychol., 6 (2) (2007), pp. 319-329[11] M.A. Fernandez Vilar, J.A. Carranza Carnicero, M. Ato García Efecto del ajuste socioemocional en el rendimiento y las competencias académicas en el contexto escolar: estudio comparativo An. Psicol., 28 (3) (2012), pp. 892-903[12] M.M. Filkowski, R.M. Olsen, B. Duda, T.J. Wanger, D. Sabatinelli Sex differences in emotional perception: meta-analysis of divergent activation Neuroimage, 147 (2017), pp. 925-933[13] J. González, R. Wagenaar Tuning Educational Structures in Europe University of Deusto Final report. Phase one Bilbao (2003)[14] F. Green, D. Ashton, A. Felstead Estimating the determinants of supply of computing, problem-solving, communication, social, and teamworking skills Oxf. Econ. Pap., 53 (3) (2001), pp. 406-433[15] A. Gutierrez-Zotes, J. Labad, L. Martorell, A. Gaviria, C. Bayon, E. Vilella, C.R. Cloninger The revised temperament and character inventory: normative data by sex and age from a Spanish normal randomized sample PeerJ, 3 (2015), p. e1481[16] D.J. Kennett, K. Keefer Impact of learned resourcefulness and theories of intelligence on academic achievement of university students: an integrated approach Educ. Psychol. (Lond), 26 (3) (2006), pp. 441-457[17] K. Kleisner, V. Chvátalová, J. Flegr Perceived intelligence is associated with measured intelligence in men but not women PLoS ONE, 9 (3) (2014), p. e81237[18] O. Lungu, S. Potvin, A. Tikàsz, A. Mendrek Sex differences in effective fronto-limbic connectivity during negative emotion processing Psychoneuroendocrinology, 62 (2015), pp. 180-188[19]M.B. Martínez-González, C.P. Arenas-Rivera, A.A. Cardozo-Rusinque, A.R. Morales-Cuadro, M. Acuña-Rodríguez, Y. Turizo-Palencia, V.J. Clemente-Suárez Psychological and gender differences in a simulated cheating coercion situation at school Soc. Sci., 10 (7) (2021), p. 265[20] D. Mendoza-Castejón, V.J. Clemente-Suárez Autonomic profile, physical activity, body mass index and academic performance of school students Sustainability, 12 (17) (2020), p. 6718[21] H. Naderi, R. Abdullah, H. Tengku Aizan Male versus female intelligence among undergraduate students: does gender matter? Asian J. Sci. Res., 1 (5) (2008), pp. 539-543[22] H. Naderi, R. Abdullah, H.T. Aizan, J. Sharir Intelligence and academic achievement: an investigation of gender differences Life Sci. J., 7 (1) (2010)[23] R.E. Navarro El rendimiento académico: concepto, investigación y desarrollo. REICE-revista electrónica iberoamericana sobre calidad Eficacia y Cambio En Educación, 1 (2) (2003), pp. 1-15[24] F.O. Olaz Autoeficacia y variables vocacionales Psicología Educativa, 9 (1) (2003), pp. 5-14[25] C.D. Placek, E.H. Hagen Fetal protection Hum. Nat., 26 (3) (2015), pp. 255-276[26] A. Ramírez-Adrados, A.I. Beltrán-Velasco, C. Gonzalez-de-Ramos, S. Fernández-Martínez, B. Martinez-Pascual, V.E. Fernández-Elías, V.J. Clemente-Suárez The effect of final dissertation defense language, native vs. non-native, in the psychophysiological stress response of university students Physiol. Behav., 224 (2020), Article 113043[27] A. Ramírez-Adrados, S. Fernández-Martínez, B. Martínez-Pascual, C. Gonzalez-de-Ramos, V.E. Fernández-Elías, V.J. Clemente-Suárez Psychophysiological stress response of physiotherapy last year students in his final degree dissertation Physiol. Behav., 222 (2020), Article 112928[28] A. Ramírez-Adrados, B. Martínez-Pascual, C. Gonzalez-de-Ramos, S. Fernández-Martínez, V.E. Fernández-Elías, V.J. Clemente-Suárez The impact of nationality on the psychophysiological stress response and academic fulfilment in the final degree dissertation Int. J. Environ. Res. Public Health, 18 (8) (2021), p. 4035[29] L. Redondo-Flórez, J.F. Tornero-Aguilera, V.J. Clemente-Suárez Could academic experience modulate psychophysiological stress response of biomedical sciences students in laboratory? Physiol. Behav., 223 (2020), Article 113017[30] L. Redondo-Flórez, D.J. Ramos-Campo, V.J. Clemente-Suárez Body composition, psychological, cardiovascular, and physical activity factors related with academic school performance Sustainability, 13 (16) (2021), p. 8775[31] P. Sánchez-Conde, A.I. Beltrán-Velasco, V.J. Clemente-Suárez Influence of psychological profile in autonomic response of nursing students in their first hospital clinical stays Physiol. Behav., 207 (2019), pp. 99-103, 10.1016/j.physbeh.2019.05.008[32] J. te Nijenhuis, E. Tolboom, W. Resing, N. Bleichrodt Does cultural background influence the intellectual performance of children from immigrant groups? Eur. J. Psychol. Assess., 20 (1) (2004), pp. 10-26[33] Thurstone, L.L. (1938). Primary mental abilities. Psychometric Monographs.[34] J.F. Tornero-Aguilera, V.J. Clemente-Suárez Cognitive and psychophysiological impact of surgical mask use during university lessons Physiol. Behav., 234 (2021), Article 113342[35] A. Villa, M. Poblete Aprendizaje basado en competencias Una Propuesta Para La Evaluación De Las Competencias Genéricas, Mensajero/ICE Universidad De Deusto, Bilbao (2007)PublicationORIGINALModifications of academic competences and intelligence in a university grade.pdfModifications of academic competences and intelligence in a university grade.pdfapplication/pdf55059https://repositorio.cuc.edu.co/bitstreams/0d5a58e7-b961-4b71-b4dd-8798a2e1418f/download6bd53c11c5c03248739eb179c79ca7e0MD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8701https://repositorio.cuc.edu.co/bitstreams/fee7988f-c2af-481d-8b7e-098ad7f5e3a1/download42fd4ad1e89814f5e4a476b409eb708cMD52LICENSElicense.txtlicense.txttext/plain; charset=utf-83196https://repositorio.cuc.edu.co/bitstreams/f02280f9-6a0b-4275-b6a5-1da177ec45d4/downloade30e9215131d99561d40d6b0abbe9badMD53THUMBNAILModifications of academic competences and intelligence in a university grade.pdf.jpgModifications of academic competences and intelligence 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