Desempeño académico de universitarios en relación con ansiedad escolar y auto-evaluación

Behavioral researchers in the field of education have stressed the need for designing programs aimed to reduce adverse effects of anxiety on academic performance among high risk students. This study was designed to corroborate the relationship between academic performance and school anxiety reported in the literature, and to verify if the direction of this relationship is the same when behavioral indexes of school anxiety are employed. The study was conducted with 22 college students of a public university. They were subjected to 25 academic exams and three self rated measures which produced an average grade and a study index respectively. School anxiety was measured by means of a discrimination task based on a modified version of Stroop s paradigm. Results showed that under-achievers produced the highest indicators of behavioral anxiety. Additionally, it was found that students who had been systematically located in the lower levels of the study index showed the highest levels of anxiety. Emotional arousal was registered by means of a systolic blood pressure measurement taken before or after the behavioral task depending on whether it was dealt with students who showed low-study indexes or low-average grades. The use of behavioral and physiological indexes of anxiety supports previous findings on the inverse relationship between anxiety and academic performance and the direct relationship between the academic self concept and school grades in a situation designed to minimize the emotional effect associated with the exposure to multiple exams.

• Autores: Hernández-Pozo, María del Rocío; Coronado-Álvarez, Osmaldo; Araújo-Contreras, Viridiana; Cerezo-Reséndiz, Sandra
• Tipo de recurso: Article of journal
• Fecha de publicación: 2008
• Institución: Universidad Católica de Colombia
• Repositorio: RIUCaC - Repositorio U. Católica
• Idioma: spa
• OAI Identifier: oai:repository.ucatolica.edu.co:10983/569
• Acceso en línea: http://hdl.handle.net/10983/569
• Palabra clave: Ansiedad escolar; Paradigma de stroop; Rendimiento académico; Auto-evaluación; Universitarios; School anxiety; Stroop paradigm; Academic performance; Self concept; College students; Ansiedade escolar; Rendimento acadêmico; Auto-avaliação; Rendimiento academico; Ansiedaad; Conducta (psicologia); Estudiantes universitarios
• Rights: openAccess
• License: Derechos Reservados - Universidad Católica de Colombia, 2008