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Estrategias volitivas en estudiantes de bachillerato: consideraciones para la práctica educativa
(Universidad Panamericana, Escuela de Pedagogía, 2020-01-26)
Rodríguez Guardado, María del Socorro
;
Gaeta González, Martha Leticia
;
Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
In the academic field, motivational and emotional aspects are fundamental for self-regulation of learning and better academic performance. However, research about how students acquire and use the strategies that are included in these processes, and how they transfer them to academic contexts is scare. This study describes how high school students generate and use volitional strategies in face of distractions and difficulties, which have contributed to their academic the students’ learning process. Specifically, strengthening volitional strategies in the classroom to maintain persistence and regulate effort can facilitate self-regulated achievement. The methodological design was stablished as hermeneutical phenomenological. The inquire technique was the semi-structured interview, submitted for revision to four international experts and applied to six students between 17 and 18 years old. Based on our findings, emphasis is placed on the importance of teachers considering motivational and volitional aspects, as well as cognitive ones, in learning in high school students.
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Students´ academic achievement according to their average, admission test results and responsibility level
(2013)
Romo Lopez, Ana Paola
;
Hefferan-Romero, Lucía
A student´s academic achievement is determined by a wide range of factors in which past evaluation results, responsible attitudes and thinking skills play an important role. This is why the academic administration board of Pedagogy at Universidad Panamericana decided to analyze if the academic results obtained by students who were not reaching the school´s standards, were directly related to their responsibility and admission´s test global and logical-mathematical thinking scores, in order to find opportunity areas for improvement and develop strategies for preventing desertion. The National Test for Higher Education Admission (EXANI-II for its Spanish initials) is a selection test designed by the National Evaluation Center for Higher Education (CENEVAL for its Spanish initials) in Mexico. It aims to measure undergraduates basic knowledge and abilities when applying for a professional program. It is the test that Universidad Panamericana uses to determine which are the applicants with most success possibilities for each program. It evaluates, among other aspects, logical-mathematical thinking, which interests especially for this study´s objectives. The students selected for this study were those with a general average under 7.9 after the first evaluation period. Their results were related to their global and logical-mathematical thinking scores obtained in their EXANI-II test when they applied for the program and to their responsibility scores obtained in a psychometric test designed by the University’s Psychopedagogical Department, which was also part of their application process. This was repeated after the second and final evaluation periods. Statistic results showed that there is a direct relation between students´ low academic performance, low logical-mathematical thinking skills and low responsibility. This kind of studies, even though specific for the case, are useful to sustain why academic assessment services must complement a university´s work in order to define strategies that respond to students´ opportunity areas for improvement and therefore help them obtain better achievement results. ©2013 IATED Academy
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