Predictive Analysis of Academic Performance in Peruvian Children: The Role of Effortful Control and School Liking

• Alfaro Cardenas, Pedro Fernando ^[1] ; Guimet Castro, Marisut ^[1] ; Malaspina Quevedo, Martín ^[1]
  1. [1] Pontificia Universidad Católica del Perú

     Pontificia Universidad Católica del Perú

     Perú

     
• Localización: Electronic journal of research in educational psychology, ISSN-e 1696-2095, Vol. 20, Nº. 57 (septiembre), 2022, págs. 291-310
• Idioma: inglés
• DOI: 10.25115/ejrep.v20i57.4189
• Títulos paralelos:
  • Análisis predictivo del desempeño académico en niños peruanos: el rol del control intencional y el agrado hacia la escuela
• Enlaces
  • Texto completo
• Resumen
  • español

    Introducción. En el Perú, son pocos los estudios que incorporan las diferencias individuales entre estudiantes para explicar su desempeño académico al inicio de la escolaridad formal. Por tal motivo, esta investigación tuvo como principal objetivo predecir el desempeño acadé-mico percibido de un grupo de estudiantes a partir de las siguientes variables: control inten-cional(CI)y el agrado hacia la escuela(AE).Método.Se contó con una muestra de 423 estudiantes, entre 5 y 8 años (M= 6.29, DE=0.89),de escuelas públicas de Lima, ubicadas en zonas de vulnerabilidad socioeconómica. Un total de 45 docentes brindaron información, acera de sus percepciones sobre las variables de estudio en sus respectivos estudiantes.Resultados.Los resultados del análisis de regresión lineal jerárquica muestran que tanto el control intencional como el agrado hacia la escuela de los estudiantes son predictores signifi-cativos y positivos del desempeño académico percibido, incluso después de controlar habili-dades cognitivas del estudiante y el nivel educativo de la madre.Discusión y Conclusión.Posibles explicaciones para estos resultados y su relevancia en el contexto peruano son puestos a discusión

  • English

    Introduction.  In Peru, there are few studies that include individual differences between students to explain their academic performance at the beginning of formal schooling. For that reason, the aim of the present study was to predict the perceived academic performance of a group of students based on the following variables: effortful control (EC) and school liking (SL).

      Method.  A sample of 423 students, between 5 and 8 years old (M = 6.29, SD = 0.89), was gathered from public schools in socioeconomically disadvantaged areas in Lima. A total of 45 teachers gave information about their perceptions regarding the study variables in their respective students.

      Results.  The hierarchical linear regression analysis results show that both effortful control and school liking are positive and significant predictors of perceived academic performance, even after controlling for students’ cognitive skills and their mothers’ educational level.

      Discussion and Conclusion.  Possible explanations for these findings and their relevance in the Peruvian context are discussed.

       

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