Las inteligencias, emociones y cronotipo, ¿explican el desempeño académico en universitarios?

Q4 Arts and Humanities

Educacion y Humanismo Pub Date : 2019-12-02 DOI:10.17081/eduhum.22.38.3636

U. Rodríguez, Fabiola Rodrigues-deFrança Campos, Adriano Chionbacanga-Nafital, Guillermo Ceballos-ospino, Carmelina Paba-Barbosa

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引用次数: 3

Abstract

Objective: Identify if the intelligences, emotions and chronotype explain the Academic Performance in university students. Method: Quantitative, exploratory study, with a sample of 493 university subjects (age M = 22.06 ± 4.59) 32% men and 68% women. Results: Associations were found between Academic Performance and Age [X2=7.386 (2), p= .02]; Academic Performance and Positive Affection [X2=6.623 (2), p= .03]; Sleep quality and depressive symptoms (R2= .211), depressive symptoms and suicidal ideation (R2 = .408); Chronotype and depressive symptoms and suicidal ideation (R2= .113; R2= .106 respectively). Through a multivariate regression, it was identified that only 1.1% of the Academic Performance variance is explained by Age [F= 6.512(1), p= .01]. Discussion y Conclusion: It is concluded that emotional variables, multiple intelligences, suicidal ideation and chronotype do not explain Academic Performance in university students. It is argued that Academic Performance as dependent on factors such as intelligences, emotion and chronotype cannot be explained properly

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智力、情感和时间类型是否可以解释大学生的学业表现？

目的：确定智力、情绪和时间类型是否能解释大学生的学习成绩。方法：定量、探索性研究，以493名大学受试者（年龄M=22.06±4.59）为样本，32%为男性，68%为女性。结果：学习成绩与年龄呈正相关[X2=7.386（2），p=0.02]；学习成绩与积极情感[X2=6.623（2），p=.03]；睡眠质量与抑郁症状（R2=0.211）、抑郁症状与自杀意念（R2=0.408）；时间型、抑郁症状和自杀意念（R2=0.113；R2=0.106）。通过多元回归分析，发现年龄对学习成绩方差的解释率仅为1.1%[F=6.512（1），p=.01]。讨论y结论：情绪变量、多元智能、自杀意念和时间型不能解释大学生的学习成绩。有人认为，学习成绩取决于智力、情绪和时间类型等因素，这一点无法得到正确的解释

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