Acceso usuarios
Una educación de calidad y, por ende, niveles educativos óptimos en los ciudadanos, es una herramienta esencial para el desarrollo y el progreso de un país. Las evaluaciones realizadas en México por la Organización para la Cooperación y el Desarrollo Económico (OCDE), para medir los conocimientos y habilidades de los estudiantes menores de 15 años, han revelado un importante rezago educativo. Los resultados del Programme for International Student Assessment (PISA), desde su primera aplicación en el año 2000 hasta 2015, muestran un constante atraso académico a nivel básico. Algunas investigaciones han determinado la existencia de un conjunto de factores psicológicos (FP) asociados tanto negativa como positivamente al rendimiento escolar (RE). Se realizó una investigación cuantitativa, descriptiva y correlacional, con el objetivo de identificar aquellos FP relacionados con el RE en una población de 173 alumnos de educación primaria. Para medir la FP se aplicó el Early School Personality Questionnaire (ESPQ) y para la variable RE se consideró el promedio de calificaciones del total de asignaturas del ciclo escolar. Dentro de los FP con un mayor índice de relación estadísticamente significativa y positiva con el RE se encontró con mejores índices el FP emocionalmente estable (rs = .307, p = .001) y con una relación significativamente negativa destacó con un mayor índice el FP ansiedad (rs = -.302, p = .001). En conclusión, estos hallazgos pueden ser considerados para investigaciones futuras y, con ello, generar una mayor evidencia científica para implementar estrategias específicas en las escuelas y en las políticas educativas mexicanas.
The evaluations carried out in Mexico by the Organization for Economic Cooperation and Development (OECD) to measure the knowledge and skills of students under 15 years of age have revealed a significant lag in school competencies. In this sense, comparative studies on the results obtained through the Programme for International Student Assessment (PISA) in Mexican schoolchildren since its first application in 2000 until 2015, show a constant backwardness in reading, mathematics and science by students in basic education. On the other hand, in recent years, educational research has shown that student performance is a multidetermined phenomenon composed of academic and non-academic factors. Among the non-academic elements, some individual variables stand out that have been confirmed to play a predominant role in determining school performance. Some studies have identified a set of psychological factors (PF) that are both negatively and positively associated with school performance (SP). Several authors have coincided in highlighting that an infant with adequate emotional stability, warmhearted and conscientious, tends to show better performance in elementary school compared to those students who are characterized by being tense, anxious and introverted. In order to determine the relationship between PF that are associated both positively and negatively with SP, a quantitative, descriptive and correlational study of PF and SP was carried out in a population of 173 students in the 1st, 2nd and 3rd grades of elementary school. To measure the PF, the Early School Personality Questionnaire (ESPQ) was applied, and for the SP variable, the grade point average of the total number of subjects of the school year was considered. The data analysis was carried out with the SPPS Version 23 statistical program, using descriptive statistics through measures of central tendency and variability. Contingency tables were used and completed with the chi-square test for categorical variables. According to the global results and within those PF negative to SP characteristic of the population studied, the following factors were identified: obedient (31.8 %) and tense (28.3 %); within those favorable to SP: undemostrative (30.6 %) and vigorous (26.6 %) were found. When analyzing the PF in relation to gender, most of the PF were located in average scores; however, females stood out in the most prevalent reserved PF, while in the obedient PF, males were the ones who obtained the highest frequency. Among the PF with a higher index of statistically significant positive relationship with SP, the following factors were found emotionally stable (rs = .307, p = .001);
conscientious (rs = .219, p =. 004) and bright (rs = .218, p = .004), while the factors anxiety (rs = -.302, p = .001); excitable (rs = -.249, p = .001); guilt-prone (rs = -.188, p = .013) and doubting (rs = -.117, p = .019) were identified with a significantly negative relationship. It is concluded in this research that the SP of elementary school students is influenced by different PF, both negative and positive, as shown by the results. These findings, if taken into account for future research within the school environment, will generate more scientific evidence that will allow their generalization and could eventually favor decision-making and the implementation of specific strategies in the curriculum, outside the classroom and in the educational policies of the Mexican educational system. Finally, one of the limitations of the present study is the short time to carry out the data collection, specifically of the participants' grades; due to the school agenda, the grades obtained only during the first trimester of the school year were taken as reference and not the end of cycle grade, which could have a more complete reference of the variable SP.
psychological factors, school performance, primary education, measurement, emotional stability, anxiety
