Funciones ejecutivas, estrés académico y rendimiento académico en estudiantes del Diploma del Bachillerato Internacional
Date
2024-01-22
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Pontificia Universidad Católica del Perú
Abstract
El objetivo de esta investigación fue estudiar la relación entre las funciones
ejecutivas, el estrés académico y el rendimiento académico en el programa de Diploma
del Bachillerato Internacional. La muestra estuvo conformada por 76 estudiantes de
cuatro instituciones educativas privadas de Lima Metropolitana (M = 16.2 años DE = .46
años). Con el objetivo de analizar la relación entre las variables de estudio se aplicó el
cuestionario de autorreporte Behavior Rating Inventory of Executive Function (Brief 2)
para medir las funciones ejecutivas y el Cuestionario de Estrés Académico en la
Educación Secundaria (QASSE) para medir el estrés académico de los estudiantes. En
cuanto al rendimiento se utilizó la nota obtenida por los estudiantes en el Programa de
Diploma en la sesión de noviembre 2019. Los resultados mostraron que existía una
relación negativa pequeña entre la escala de Realización de tareas (funciones ejecutivas)
y el rendimiento académico; el modelo de regresión lineal logró explicar el 8% de la
varianza del rendimiento académico en relación a la variable de Realización de tareas. De
la misma manera, se encontró una relación negativa pequeña entre el estrés académico y
el rendimiento académico; el modelo de regresión lineal logró explicar el 8% de la
varianza del rendimiento académico en relación al estrés académico. Finalmente, se
encontró una relación positiva moderada entre la Composición Ejecutiva Global
(funciones ejecutivas) y el estrés académico; el modelo de regresión lineal logró explicar
el 34% de la varianza del estrés académico en relación a la variable de Realización de
tareas y Cambio (funciones ejecutivas).
The purpose of this research was to study the relationship between executive functions, academic stress and academic achievement in the International Baccalaureate Diploma Programme. The sample consisted of 76 students from 4 private schools in Lima Metropolitan Area (M = 16.2 years SD = 0.46 years). To assess executive functions the Behavior Rating Inventory of Executive Function (Brief 2) self-report form was used and to assess academic stress the Questionnaire of Academic Stress in Secondary Education (QASSE) was applied. In terms of academic achievement, the Diploma Programme results obtained by students in November 2019 session were used. Results revealed a negative weak correlation between the Task completion scale (executive functions) and academic achievement; the linear regression model explained 8% of academic achievement scores in relation to the Task completion scale. Moreover, results revealed a negative weak relationship between academic stress and academic achievement; the linear regression model managed to explain 8% of academic achievement scores in relation to academic stress. Finally, a positive moderate correlation between Global Executive Composite (executive functions) and academic stress was found; the linear regression model managed to explain 34% of academic stress scores in relation to the scales of Task Completion and Change (executive functions).
The purpose of this research was to study the relationship between executive functions, academic stress and academic achievement in the International Baccalaureate Diploma Programme. The sample consisted of 76 students from 4 private schools in Lima Metropolitan Area (M = 16.2 years SD = 0.46 years). To assess executive functions the Behavior Rating Inventory of Executive Function (Brief 2) self-report form was used and to assess academic stress the Questionnaire of Academic Stress in Secondary Education (QASSE) was applied. In terms of academic achievement, the Diploma Programme results obtained by students in November 2019 session were used. Results revealed a negative weak correlation between the Task completion scale (executive functions) and academic achievement; the linear regression model explained 8% of academic achievement scores in relation to the Task completion scale. Moreover, results revealed a negative weak relationship between academic stress and academic achievement; the linear regression model managed to explain 8% of academic achievement scores in relation to academic stress. Finally, a positive moderate correlation between Global Executive Composite (executive functions) and academic stress was found; the linear regression model managed to explain 34% of academic stress scores in relation to the scales of Task Completion and Change (executive functions).
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Keywords
Stress (Psicología), Educación secundaria--Investigaciones, Rendimiento académico--Aspectos psicológicos
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