Variables predictoras del logro académico en estudiantes de psicología en educación a distancia
Academic achievement in psychology students in Distance Education
DOI:
https://doi.org/10.25115/ejrep.v21i59.6390Palabras clave:
Educación a distancia, modelos de ecuaciones estructurales, rendimiento académico.Resumen
Introducción. La discusión en torno al logro académico en el contexto de la educación a distancia ha planteado la necesidad de desarrollar estudios que permitan identificar las variables que mejor lo predicen. El objetivo de esta investigación fue analizar el ajuste de un modelo de ecuaciones estructurales que presupone que las variables sociodemográficas, los rasgos de personalidad, la motivación y los estilos de aprendizaje como predictores del logro académico.
Método. Participaron voluntariamente 354 estudiantes de psicología a distancia de una universidad privada de Bogotá D.C., quienes fueron reclutados a partir de un muestreo probabilístico estratificado. Se trató de un estudio explicativo no experimental aplicando la técnica de ecuaciones estructurales.
Resultados. Los hallazgos indican que características como ser hombre, de mayor edad, con estilo teórico y/o reflexivo favorecen el promedio académico, así como la apertura mental y el tesón, mientras que la motivación identificada y la amotivación, afectan negativamente el PA en los estudiantes.
Discusión y conclusiones. El modelo propuesto concuerda con los estudios en modalidad presencial al demostrar que tanto las variables sociodemográficas como las no cognitivas son relevantes para explicar el logro académico en modalidad a distancia.
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