Functional limitation and academic performance in university students from Popayan, Colombia
DOI:
https://doi.org/10.47197/retos.v46.92639Keywords:
Educación, Estudiantes, discapacidad, limitación, rendimientoAbstract
Objective: To identify the relationship between academic performance and functional limitations in university students from a public institution in Popayan, Colombia. Material and methods. Descriptive-correlational study of a cross-sectional cohort with 115 university students to whom the CIF instrument (classification system of functional health and disease outcomes) was applied, as well as the evaluation of academic performance measured through the general career average, the normal distribution of the population according to age was verified, to obtain measures of central tendency and dispersion as a Pearson statistic (p<0.05). Results. It was found that the population in general did not present functional limitations, but those that do appear are related to academic performance corresponding to cognitive, visual, voice and speech functions, with statistical significance (p=0.000). Conclusion. The functional limitations stand for a barrier for the academic development of the university student, which can lead to retention and desertion, it was appreciated how the socio-economic status of the students is related to the cognitive-mental function with a high correlation and significance (R =0.721 p=0.002).
Keywords. Education, students, disability, limitation, functionality.
References
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Wood, J. M., Black, A. A., Hopkins, S., & White, S. L. J. (2018). Vision and academic performance in primary school children. Ophthalmic and Physiological Optics, 38(5), 516–524. https://doi.org/10.1111/opo.12582
Becerra, S. (2016). Descripción de las conductas de salud en un grupo de estudiantes universitarios de Lima. Revista de Psicologia (Peru), 34(2), 239–260. https://doi.org/10.18800/psico.201602.001
Clark, C., Prior, M., & Kinsella, G. (2002). The relationship between executive function abilities, adaptive, behaviour, and academic achievement in children with externalising behaviour problems. Journal of Child Psychology and Psychiatry and Allied Disciplines, 43(6), 785–796. https://doi.org/10.1111/1469-7610.00084
Cobo-Mejía, E. A., Sandoval-Cuellar, C., & Alvarado Rojas, Y. M. (2013). Registro para la localización y caracterización de la discapacidad, en relación a los marcos de referencia. Hacia La Promoción de La Salud, 18(2), 41–54.
Collins, G., & Wolter, J. A. (2018). Facilitating postsecondary transition and promoting academic success through language/literacy-based self-determination strategies. Language, Speech, and Hearing Services in Schools, 49(2), 176–188. https://doi.org/10.1044/2017_LSHSS-17-0061
Coronato Nunes, T., Schoo Hirano, R., Cruz, L. C., Seixas, A., Jean-Louis, G., & Fonseca, V. A. da S. (2018). Self perceived memory difficulties in medical students as another symptom of anxiety. Trends in Neuroscience and Education, 11(June 2017), 9–12. https://doi.org/10.1016/j.tine.2018.04.001
Dubuc, M. M., Aubertin-Leheudre, M., & Karelis, A. D. (2020). Relationship between interference control and working memory with academic performance in high school students: The Adolescent Student Academic Performance longitudinal study (ASAP). Journal of Adolescence, 80(March), 204–213. https://doi.org/10.1016/j.adolescence.2020.03.001
Dwyer, T., Sallis, J. F., Blizzard, L., Lazarus, R., & Dean, K. (2001). Relation of academic performance to physical activity and fitness in children. Pediatric Exercise Science, 13(3), 225–237. https://doi.org/10.1123/pes.13.3.225
Feldman, L., Goncalves, L., Chacón-Puignau, G., Zaragoza, J., Bagés, N., & de Pablo, J. (2008). Relaciones entre estrés académico, apoyo social, salud mental y rendimiento académico en estudiantes universitarios venezolanos. UNIV. PSYCHOL., 7(3), 739–751.
Fonseca Estupiñan, G. P., Rodríguez Barreto, L. C., & Parra Pulido, J. H. (2016). Relación Entre Funciones Ejecutivas Y Rendimiento Académico Por Asignaturas En Escolares De 6 a 12 Años. Hacia Promoc. Salud, 21(2), 41–58. https://doi.org/10.17151/hpsal.2016.21.2.4
García-Laguna, D. G., García-Salamanca, G. P., Tapiero-Paipa, Y. T., & Ramos, D. M. (2012). Determinantes de los estilos de vida y su implicación en la salud de jóvenes universitarios. Hacia La Promoción de La Salud, 17(2), 169–185.
Goldstand, S., Koslowe, K. C., & Parush, S. (2005). Vision, visual-information processing, and academic performance among seventh-grade schoolchildren: A more significant relationship than we thought? American Journal of Occupational Therapy, 59(4), 377–389. https://doi.org/10.5014/ajot.59.4.377
Hirst, R. J., Cragg, L., & Allen, H. A. (2018). Vision dominates audition in adults but not children: A meta-analysis of the Colavita effect. Neuroscience and Biobehavioral Reviews, 94(October 2017), 286–301. https://doi.org/10.1016/j.neubiorev.2018.07.012
Kalet, A., Chou, C. L., & Ellaway, R. H. (2017). To fail is human: remediating remediation in medical education. In Perspectives on Medical Education (Vol. 6, Issue 6, pp. 418–424). https://doi.org/10.1007/s40037-017-0385-6
Kátai, Z., Juhász, K., & Adorjáni, A. K. (2008). On the role of senses in education. Computers and Education, 51(4), 1707–1717. https://doi.org/10.1016/j.compedu.2008.05.002
Lagae, L. (2008). Learning Disabilities: Definitions, Epidemiology, Diagnosis, and Intervention Strategies. Pediatric Clinics of North America, 55(6), 1259–1268. https://doi.org/10.1016/j.pcl.2008.08.001
Linden, M. (2017). Definition and Assessment of Disability in Mental Disorders under the Perspective of the International Classification of Functioning Disability and Health (ICF). Behavioral Sciences & the Law, 28(2), 211–223. https://doi.org/10.1002/bsl.2283 Definition
Mann, D. R., & Honeycutt, T. (2016). Understanding the Disability Dynamics of Youth: Health Condition and Limitation Changes for Youth and Their Influence on Longitudinal Survey Attrition. Demography, 53(3), 749–776. https://doi.org/10.1007/s13524-016-0469-7
Molano-Tobar, N. J., Molano-Tobar, D. X., & Chalapud-Narváez, L. M. (2018). La Discapacidad Desde La Percepción De Educadores Y Fisioterapeutas En Un Instituto De Educación. Popayán, Colombia. Comunidad y Salud, 16(1), 66–73.
Montoya-Arenas, D., Bustamante Zapata, E., & Diaz Soto, CeciliaPineda, D. (2021). Factores de la capacidad intelectual y de la función ejecutiva relacionados...: Discovery Service para Universidad Del Cauca. Revista de La Escuela de Ciencias de La Salud de La Universidad Pontificia Bolivariana, 40(1), 10–18. https://doi.org/10.18566/medupb.v40n1.a03
Pope, A., & Tarlov, A. (1991). Summary and Recommendations Disability in America. Toward a National Agenda for Prevention (NATIONAL A).
Regec, V., & Pastieriková, L. (2013). E-accessibility for Students with Visual Impairment at Universities in Czech and Slovak Republic. Procedia - Social and Behavioral Sciences, 106, 928–934. https://doi.org/10.1016/j.sbspro.2013.12.104
Stegers-Jager, K. M., Cohen-Schotanus, J., Splinter, T. A. W., & Themmen, A. P. N. (2011). Academic dismissal policy for medical students: Effect on study progress and help-seeking behaviour. Medical Education, 45(10), 987–994. https://doi.org/10.1111/j.1365-2923.2011.04004.x
Verbrugge, L. M., & Jette, A. M. (1994). The disablement process. Soc. Sci. Med., 38(1), 1–14.
Wei, S., Sun, Y., Li, S. M., Hu, J., Cao, K., Du, J., An, W., Liang, X., Guo, J., Li, H., & Wang, N. (2019). Visual Impairment and Spectacle Use in University Students in Central China: The Anyang University Students Eye Study. American Journal of Ophthalmology, 206, 168–175. https://doi.org/10.1016/j.ajo.2019.04.026
Wood, J. M., Black, A. A., Hopkins, S., & White, S. L. J. (2018). Vision and academic performance in primary school children. Ophthalmic and Physiological Optics, 38(5), 516–524. https://doi.org/10.1111/opo.12582
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Published
2022-09-28
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Molano-Tobar, N. J., Molano-Tobar, D. X., & Portilla Fernández, E. F. (2022). Functional limitation and academic performance in university students from Popayan, Colombia. Retos, 46, 1038–1045. https://doi.org/10.47197/retos.v46.92639
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