Variables explicativas del rendimiento académico en Educación Primaria: implicaciones para la Formación del Profesorado
DOI:
https://doi.org/10.47553/rifop.v98i37.3.97439Abstract
Teachers, during their initial and permanent training, must develop skills to respond to the challenges of the educational system. Currently, one of these challenges is the improvement of the students’ academic achievement (AA). Responding to it requires firstly analyzing what factors are contributing to the AA in order to subsequently intervene on them. The aims of this study were: 1) to analyze whether there were differences in the students’ AA according to their level of executive functions (attention, inhibition, emotional regulation), quality of life (physical well-being, psychological well-being, autonomy and relationship with parents, relationship with friends and social support, relationship and support in the school environment), physical activity, course and gender; 2) determine the explanatory capacity of these variables on the AA. Three hundred twenty-four Primary Education students (8-12 years old) participated. They completed the Attention Problems, Hyperactivity/Impulsivity and Emotional Regulation Problems scales of the SENA questionnaire to assess their executive functions, the KIDSCREEN-27 questionnaire to assess their quality of life, and the PAQ-C questionnaire to assess their level of physical activity. AA was measured with their grades. Statistically significant differences were obtained based on the level of the three executive functions evaluated and the five dimensions of quality of life. No significant differences were found according to the level of physical activity, course and gender. Only two variables (attention; relationship and support in the school environment) were explanatory of AA. Addressing these aspects in the initial and permanent teacher training is a crucial instrument to make it possible to improve the students’ AA.
Downloads
Published
How to Cite
Issue
Section
License
The "Revista Interuniversitaria de Formación del Profesorado (RIFOP)", with ISSN print 0213-8646 and ISSN electronic 2530-3791), adheres to the copyright notices proposed by Creative Commons
Authors’ rights
Papers published in the journal are subject to the following terms:
1. The Asociación Universitaria de Formación del Profesorado (AUFOP) is the editor of the RIFOP and holds the copyright of the papers published therein. The reuse of these is allowed under the license for use as indicated under point 2.
© Asociación Universitaria de Formación del Profesorado (AUFOP)
2. The papers are published in electronic version under the license CreativeCommons Reconocimiento-NoComercial-SinObraDerivada 3.0 España (texto legal). Papers can be copied, used, disseminated, transmitted and publicly exhibited provided that: i) the authorship and original publication source are cited (journal, editors and URL of the paper); ii) they are nit used for commercial gain; iii) the existence and specifications of the license for use are mentioned.
3. Auto-archiving conditions. Authors are allowed and encouraged to disseminate electronic pre-print versions (versions prior to peer review) and/or post-print (versions reviwed and accepted for publication) of their papers prior to their publication, since this favors prompt circulation and dissemination and supposes a possible increase in cites and scope within the academic community.
Privacy declaration
The names and email addresses incorporated into this journal will be used solely for the declared purposes of the journal and will not be available for any other purposes or to third parties.
