Capital psicológico, engagement académico y bienestar en el rendimiento académico de universitarios
Date
2024-11-20
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Pontificia Universidad Católica del Perú
Abstract
El presente estudio tuvo como objetivo determinar el efecto que el Capital Psicológico,
Engagement Académico y Bienestar tienen sobre el Rendimiento Académico en un grupo de
155 estudiantes universitarios de la carrera de psicología de una universidad privada de Lima
Metropolitana, en su mayoría mujeres. Además, se buscó explorar la relación que existe entre
estas variables. Para la medición del Capital Psicológico, se adaptó la prueba el PCQ-12 de
Luthans, et al. (2007) al contexto académico y se obtuvo una buena consistencia interna. Se
utilizó el UWESS-9 de Schaufeli & Bakker (2003) para medir el Engagement Académico y se
utilizaron las escalas de Florecimiento y el SPANE-P y SPANE-N de Diener et al., (2010) para
medir el Bienestar; el rendimiento se midió mediante un índice estandarizado de notas. Para
analizar los resultados se realizaron pruebas de correlación y un modelo de ecuaciones
estructurales (SEM). El modelo con un nivel de ajuste adecuado evidencia un efecto pequeño
del Engagement Académico en el Rendimiento Académico, pero no del Capital Psicológico y
del Bienestar. Sin embargo, estas dos últimas variables si tienen un efecto directo mediano
sobre el Engagement Académico. A nivel correlacional, todas las variables correlacionaron con
el Rendimiento Académico y corresponden con lo encontrado en la literatura. La edad también
correlacionó con el Rendimiento Académico. En conclusión, aunque solo el nivel del
Engagement Académico sea determinante para el nivel del rendimiento del estudiante es
necesario contemplar también la relación y contribución de las otras variables en el incremento
del rendimiento académico.
The objective of this study was to determine the effect that Psychological Capital, Academic Engagement and Well-being have on Academic Performance in a group of 155 university students of the psychology major from a private university in Metropolitan Lima, mostly women. In addition, the aim was to explore the relationship that exists between these variables. To measure Psychological Capital, the PCQ-12 test by Luthans et al. (2007) was adapted to the academic context and good internal consistency was obtained. The UWESS-9 by Schaufeli & Bakker (2003) was used to measure Academic Engagement and the Flourishing scales and the SPANE-P and SPANE-N by Diener et al., (2010) were used to measure Well-being; performance was measured using a standardized grade index. To analyze the results, correlation tests and a structural equation model (SEM) were performed. The model with an adequate level of fit shows a small effect of Academic Engagement on Academic Performance, but not of Psychological Capital and Well-being. However, these last two variables do have a medium direct effect on Academic Engagement. At a correlational level, all variables correlated with Academic Performance and correspond with what has been found in the literature. Age also correlated with Academic Performance. In conclusion, although only the level of Academic Engagement is a determining factor for the level of student performance, it is also necessary to consider the relationship and contribution of the other variables in the increase in academic performance.
The objective of this study was to determine the effect that Psychological Capital, Academic Engagement and Well-being have on Academic Performance in a group of 155 university students of the psychology major from a private university in Metropolitan Lima, mostly women. In addition, the aim was to explore the relationship that exists between these variables. To measure Psychological Capital, the PCQ-12 test by Luthans et al. (2007) was adapted to the academic context and good internal consistency was obtained. The UWESS-9 by Schaufeli & Bakker (2003) was used to measure Academic Engagement and the Flourishing scales and the SPANE-P and SPANE-N by Diener et al., (2010) were used to measure Well-being; performance was measured using a standardized grade index. To analyze the results, correlation tests and a structural equation model (SEM) were performed. The model with an adequate level of fit shows a small effect of Academic Engagement on Academic Performance, but not of Psychological Capital and Well-being. However, these last two variables do have a medium direct effect on Academic Engagement. At a correlational level, all variables correlated with Academic Performance and correspond with what has been found in the literature. Age also correlated with Academic Performance. In conclusion, although only the level of Academic Engagement is a determining factor for the level of student performance, it is also necessary to consider the relationship and contribution of the other variables in the increase in academic performance.
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Keywords
Autoeficacia--Investigación--Perú--Lima Metropolitana, Motivación en la educación--Perú--Lima Metropolitana, Rendimiento académico--Perú--Lima Metropolitana, Estudiantes universitarios--Perú--Lima Metropolitana
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