La influencia del autoconcepto en el rendimiento académico en estudiantes universitarios

ABSTRACTThere are some researches that confirm the positive relationship between self-concept and academic achievement, usually of the academic self‐concept dimension and almost always in non‐university students. In this work we were looking for confirming the influence of self-concept in the academic achievement of the university students. In order to do it we worked with a sample of 1298 students from the three universities located in the city of Valencia (Spain): the University of Valencia, the Polytechnic University of Valencia and the Catholic University of Valencia. The first two were public universities and the third one was private. We assessed the self‐concept by means of the AF5 questionnaire, which gives scores of five types of self-concept: academic/labour, emotional, family self‐concept, physical and social. We also took data from the academic achievement of university students by using the mean score of grades of five compulsory subjects of the academic year in which the research was conducted. From these scores we carried out correlations between self‐concept scores and grades, and also linear multiple regression analysis that showed a moderate relationship between three of the five types of self-concept that assesses the questionnaire (academic, physical and family self‐concept) and academic achievement. We also conducted hierarchical cluster analysis (k-means) with self-concept scores, finding three groups of students, one of them with a good profile of self-concept and the other two with a weaker profile. The first one had better grades, although di‐ fferences between the three groups were not significant in ANOVA. These results help us to realize the importance of supporting, as teachers, the development of a good self‐concept in our university students. Additionally, they complement the results of other studies that have examined other constructs and its impact on the academic achievement of university students.RESUMEN Existen algunas investigaciones que confirman la relación positiva existente entre autoconcepto y rendimiento académico, generalmente de la dimensión autoconcepto académico y casi siempre en estudiantes no universitarios. En este trabajo se busca confirmar la influencia del autoconcepto en el rendimiento académico de los estudiantes universitarios. Para ello trabajamos con una muestra de 1298 estudiantes de las tres universidades de la ciudad de Valencia (España): Universidad de Valencia, Universidad Politécnica de Valencia y Universidad Católica de Valencia. Las dos primeras eran universidades públicas y la tercera lo era privada. Evaluamos el autoconcepto mediante el cuestionario AF5, que permite obtener puntuaciones de cinco tipos de autoconcepto: académico/laboral, emocional, familiar, físico y social. También tomamos datos del rendimiento obteniendo la media de cinco asignaturas troncales y obligatorias del curso en que se realizó la investigación. A partir de estas puntuaciones llevamos a cabo correlaciones entre puntuaciones de autoconcepto y calificaciones, y también análisis de regresión lineal que reflejaron una relación moderada entre tres de los cinco tipos de autoconcepto que evalúa el cuestionario (académico, familiar y físico) y el rendimiento. También realizamos análisis jerárquico de conglomerados (k‐medias) con las puntuaciones de autoconcepto, encontrando tres grupos de estudiantes, uno con buen perfil de autoconcepto y dos con peor perfil. El grupo con buen perfil tenía mejores calificaciones, aunque las diferencias existentes entre los tres grupos no llegaron a ser significativas en el ANOVA realizado. Estos resultados ayudan a tomar conciencia de la importancia de apoyar, como profesores, el desarrollo de un buen autoconcepto en nuestros estudiantes universitarios. Además complementan los resultados de otras investigaciones que han analizado otros constructos y su incidencia en el rendimiento de estos estudiantesABSTRACT There are some researches that confirm the positive relationship between self-concept and academic achievement, usually of the academic self‐concept dimension and almost always in non‐university students. In this work we were looking for confirming the influence of self-concept in the academic achievement of the university students. In order to do it we worked with a sample of 1298 students from the three universities located in the city of Valencia (Spain): the University of Valencia, the Polytechnic University of Valencia and the Catholic University of Valencia. The first two were public universities and the third one was private. We assessed the self‐concept by means of the AF5 questionnaire, which gives scores of five types of self-concept: academic/labour, emotional, family self‐concept, physical and social. We also took data from the academic achievement of university students by using the mean score of grades of five compulsory subjects of the academic year in which the research was conducted. From these scores we carried out correlations between self‐concept scores and grades, and also linear multiple regression analysis that showed a moderate relationship between three of the five types of self-concept that assesses the questionnaire (academic, physical and family self‐concept) and academic achievement. We also conducted hierarchical cluster analysis (k-means) with self-concept scores, finding three groups of students, one of them with a good profile of self-concept and the other two with a weaker profile. The first one had better grades, although di‐ fferences between the three groups were not significant in ANOVA. These results help us to realize the importance of supporting, as teachers, the development of a good self‐concept in our university students. Additionally, they complement the results of other studies that have examined other constructs and its impact on the academic achievement of university students

Competencies in ICT of teachers and their relation to the use of the technological resources Las competencias en TIC del profesorado y su relación con el uso de los recursos tecnológicos Competências em TIC dos professores e sua relação com o uso de recursos tecnológicos

Over the past decade the Information and Communication Technologies (ICT) have represented a transformation of education policies that have entailed important investments. However, the teacher, as a key element in the integration process of ICT, still does not feel trusted this process. One of the most outstanding causes of this deficit confidence is the lack of teaching staff competence in the ICT. Therefore, the aim of this paper is a study of the teachers’ competence on ICT and their relation to the use being made of these technologies, both professional-personal and with their students. For it a survey design has been used. The target population constitutes the teaching staff of centers of primary and secondary education of the Comunidad Valenciana. Information was collected through questionnaires. Starting from the technological and pedagogic competences in TIC, we have been obtained teachers’ consistent competencies profile with four increasing levels: without knowledge, entrance, adoption and innovation. Likewise, we has been a narrow relationship among this profile and the use that the teachers carries out, more closely connected with the personal-professional who with the use with the students. Findings contribute keys to guide the professional development and teacher initial education programs. En la última década las Tecnologías de la Información y Comunicación (TIC) han representado una transformación de las políticas educativas de los distintos países que han conllevado importantes inversiones. No obstante, el profesorado, como elemento clave en el proceso integrador de las TIC, no se siente todavía confiado en este proceso. Una de las causas más relevantes de esta confianza deficitaria es la falta de competencia del profesorado en las TIC. Por lo tanto, el objetivo de este artículo es un estudio en profundidad de las competencias en TIC de los profesores y su relación con el uso que realizan de estas tecnologías, tanto a nivel personal-profesional como con sus alumnos. Para ello se ha utilizado un diseño de encuesta. La población de referencia la constituye el profesorado de centros de educación primaria y secundaria de la Comunidad Valenciana. La información se ha recogido a través de cuestionarios. A partir de las competencias tecnológicas y pedagógicas en TIC, se ha obtenido un perfil competencial consistente del profesorado con cuatro niveles crecientes: sin conocimientos, entrada, adopción e innovación. Asimismo, se ha hallado una relación estrecha entre este perfil y el uso que realiza el profesorado, más vinculado con el uso personal-profesional que con el uso con los alumnos. Los hallazgos aportan claves para orientar el desarrollo profesional y la formación inicial de los profesores. Na última década e Tecnologia da Informação Tecnologias da Comunicação (TIC) têm representado uma mudança de política educação em diferentes países que levaram a grandes investimentos. No entanto, o professor, como um elemento chave no processo integração das TIC, ela ainda sente-se confiante neste processo. A das causas mais relevantes deste déficit de confiança é a falta de competência dos professores em TIC. Portanto, o objetivo do presente artigo é um estudo aprofundado das habilidades de TI do professores e sua relação com a utilização destas tecnologias, tanto a nível profissional e pessoal com seus alunos. Isto tem utilizado um projeto de pesquisa. A população de referência é professores em escolas primárias e secundárias Comunidad Valenciana. As informações foram coletadas através de questionários. A partir da capacitação tecnológica e pedagógica TIC tem sido atribuído um perfil de competência pedagógica coerente com quatro níveis crescentes: no conhecimento, a entrada, adoção e inovação. Foi também encontrada uma relação estreita entre o perfil ea utilização feita pelo corpo docente, mais relacionados ao uso pessoal -- profissional para uso com os alunos. As descobertas fornecem pistas para orientar o desenvolvimento profissional e de formação inicial professores