Psychosocial Profile and Use of Information and Communication Technologies by Students with High Academic Averages and a Minimal Presencial Educational Modality in a Mexican Context
Keywords:
Psychosocial profile, academic achievement, face to face education, information technology.Abstract
Ting and Robinson (1998) and Dimmitt (2003) present the need to study the topic of academic success including psychosocial aspects of the pupils. The objective of this research was to describe the psychosocial profile and the use of the Information and Communication Technologies (ICTs) of undergraduate students. The research design used for this purpose was non-experimental transectional descriptive. The instruments were a questionnaire for the Integral Profile of the Student and the Gordon Personal Profile Inventory. The sample consisted of 469 Mexican undergraduate pupils who receive traditional education. The results show that there is a significant difference statistically speaking according to the p value (0.000; 0.025; 0.004.000) obtained in the ANOVA for the cognitive and emotional areas, use of the ICTs and self-esteem of the surveyed students with high GPA.Downloads
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References
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Jimerson, S. R., Ferguson, P., Whipple, A. D., Anderson, G. E. y Dalton, M. J. (2002). Exploring the association between grade retention and dropout: A longitudinal study examining socio-emocional, behavioral, and achievement characteristics of retained student. The California School Psychologist, 7, 51-62.
Leondari, A., Syngollitou, E. y Kiosseoglou, G. (1998). Academic achievement, motivation and future selves. Educational Studies, 24 (2), 153-164.
Martínez, H., Romero, B. E. y Trejo, M. C. (1994). Perfil e Inventario de la Personalidad (Trad., L. V. Gordon). México: El Manual Moderno. (Trabajo original publicado en 1953).
Martín, M. (2002). El modelo educativo del Tecnológico de Monterrey. Monterrey: Instituto Tecnológico y de Estudios Superiores de Monterrey.
Martínez, M. y Salcedo, R. (1999). Diccionario electoral. México: Instituto Nacional de Estudios Políticos.
Noble, J. P. y Sawyer, R. L. (2004). Is high school GPA better than admission test scores for predicting academic success in college? College and University, 79 (4), 17-23.
Organización de las Naciones Unidas para la Educación la Ciencia y la Cultura (1998). La declaración mundial sobre la educación superior en el siglo XXI: visión y acción y marco de acción prioritaria para el cambio y el desarrollo de la educación superior. Revista Perfiles educativos, 79-80. Consultado el 8 de septiembre de 2003 en: http://www.cesu.unam.mx/iresie/revistas/perfiles/perfiles/79-80-html/Frm.htm
Strage, A., Baba, Y., Millner, S., Scharberg, M., Walker, E., Williamson, R. y Yoder, M. (2002). What every student affairs profesional should know: Student study activities and beliefs associated with academic success. Journal of College Student Development, 43 (2), 246-267.
Ting, S. R. y Robinson, T. L. (1998). First-year academic success: A prediction combining cognitive and psychosocial variables for Caucasian and African American students. Journal of College Student Development, 39 (6), 600-701.
Bracht, G. H. y Glass, G. V. (1968). The external validity of experiments. American Educational Research Journal, 5, 437-474.
Bruno, F. J. (1997). Diccionario de términos psicológicos fundamentales. Barcelona: Paidós.
Campbell, D. T. y Stanley, J. C. (1966). Experimental and quasi–experimental designs for research. Chicago: Rand McNally & Company.
Committee for the Protection of Human Participants in Research. (1982). Ethical principles in the conduct of research with human participants. Washington, DC: American Psychological Association.
Dimmitt, C. (2003). Transforming school counseling practice through collaboration and the use of data: A study of academic failure in high school. Professional School Counseling, 6 (5), 340-355.
Elizondo, R. (2003). Tecnológico de Monterrey: Cauce y corrientes, sesenta aniversario. Monterrey, México: Instituto Tecnológico y de Estudios Superiores de Monterrey.
Hernández, R., Fernández, C. y Baptista, P. (2003). Metodología de la investigación. México: Mc Graw Hill.
Instituto Tecnológico y de Estudios Superiores de Monterrey (2004). Datos estadísticos del Centro de Efectividad Institucional. Consultado el 15 de enero de 2004, en: http://cei.mty.itesm.mx/sidii.asp. Actualmente disponible en: http://www.itesm.mx/informeanual/InformeAnual_ITESMAC2004.pdf
Jimerson, S. R., Ferguson, P., Whipple, A. D., Anderson, G. E. y Dalton, M. J. (2002). Exploring the association between grade retention and dropout: A longitudinal study examining socio-emocional, behavioral, and achievement characteristics of retained student. The California School Psychologist, 7, 51-62.
Leondari, A., Syngollitou, E. y Kiosseoglou, G. (1998). Academic achievement, motivation and future selves. Educational Studies, 24 (2), 153-164.
Martínez, H., Romero, B. E. y Trejo, M. C. (1994). Perfil e Inventario de la Personalidad (Trad., L. V. Gordon). México: El Manual Moderno. (Trabajo original publicado en 1953).
Martín, M. (2002). El modelo educativo del Tecnológico de Monterrey. Monterrey: Instituto Tecnológico y de Estudios Superiores de Monterrey.
Martínez, M. y Salcedo, R. (1999). Diccionario electoral. México: Instituto Nacional de Estudios Políticos.
Noble, J. P. y Sawyer, R. L. (2004). Is high school GPA better than admission test scores for predicting academic success in college? College and University, 79 (4), 17-23.
Organización de las Naciones Unidas para la Educación la Ciencia y la Cultura (1998). La declaración mundial sobre la educación superior en el siglo XXI: visión y acción y marco de acción prioritaria para el cambio y el desarrollo de la educación superior. Revista Perfiles educativos, 79-80. Consultado el 8 de septiembre de 2003 en: http://www.cesu.unam.mx/iresie/revistas/perfiles/perfiles/79-80-html/Frm.htm
Strage, A., Baba, Y., Millner, S., Scharberg, M., Walker, E., Williamson, R. y Yoder, M. (2002). What every student affairs profesional should know: Student study activities and beliefs associated with academic success. Journal of College Student Development, 43 (2), 246-267.
Ting, S. R. y Robinson, T. L. (1998). First-year academic success: A prediction combining cognitive and psychosocial variables for Caucasian and African American students. Journal of College Student Development, 39 (6), 600-701.
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Article abstract page views: 1621
Published
2008-11-01
