Mejora de la autoestima con la aplicación de técnicas cognitivas conductuales y asertivas en la Universidad Técnica Estatal de Quevedo

El trabajo se realiza con la finalidad de ayudar a los estudiantes que ingresan al curso de nivelación de la Universidad Técnica Estatal de Quevedo a mejorar su nivel de autoestima. Está evidenciado que la autoestima es una de las variables que se relaciona con el rendimiento académico y que su déficit se puede asociar con ciertos trastornos psicológicos que podrían afectar el grado de bienestar de los estudiantes. La autoestima es un constructo psicológico que se puede cambiar, según los estudios realizados, mediante la aplicación de diversas estrategias de tipo cognitivo conductual y con el aprendizaje de técnicas para mejorar la asertividad. Estas técnicas tienen la ventaja de ser fácilmente aprendidas y aplicables con un mínimo de entrenamiento. Sin embargo, la comprensión y perseverancia en la aplicación de sus estrategias son las que producirán, en nuestros alumnos, los resultados que esperamos y que se manifestarán a través de emociones, conductas y pensamientos más adecuados a su realidad personal y social. Las clases de tutoría serán el contexto ideal para su aplicación y ensayo y los tutores sus principales mediadores. PALABRAS CLAVE: autoestima; técnicas cognitivas conductuales; asertividad; tutoría; terapia asertiva sistemática. Improvement of self-esteem with the application of cognitive behavioral and assertive techniques at the State Technical University of Quevedo ABSTRACT This project is conducted with the aim of helping students who take the preparation course for admission at the Universidad Técnica Estatal de Quevedo to improve their self-esteem. Research shows that self-esteem is one of the variables related to academic performance and low self-esteem can be associated with certain psychological disorders that could affect students’ well-being. Self-esteem is a psychological construct that can be modified, according to studies, through the adoption of various cognitive-behavioral strategies and through the learning of techniques to improve assertiveness. These techniques have the advantage of being easily learned and employed with minimum training. However, the understanding and perseverance in the use of these strategies will produce, in our students, the results we expect, which will be manifested through emotions, behaviors, and thoughts that will be more appropriate to their personal and social reality. The tutorials will be the ideal context for the use and rehearsal of these strategies, and the tutors will be the main mediators. KEYWORDS: self-esteem; cognitive-behavioral techniques; assertiveness; tutoring; systematic assertiveness therapy.

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Factores personales-institucionales que impactan el rendimiento académico en un posgrado en educación

CPU-e Revista de Investigación Educativa ◽

10.25009/cpue.v0i27.2556 ◽

2018 ◽

pp. 4-32

Author(s):

Mario José Martín Pavón ◽

Dora Esperanza Sevilla Santo ◽

Cristina Jenaro Río

Keyword(s):

Academic Performance ◽

Well Being ◽

Self Esteem ◽

Influential Factors ◽

Team Work ◽

Institutional Factors ◽

Research Experience ◽

Factors Affecting ◽

Faculty Of Education ◽

Research Students

La presente investigación tuvo como objetivo identificar los factores personales e institucionales que determinan el rendimiento académico de los estudiantes de la Maestría en Investigación Educativa, ofertada por la Facultad de Educación de la Universidad Autónoma de Yucatán, México. El estudio se desarrolló bajo el paradigma cuantitativo. Los participantes pertenecen a las cohortes 2004-2014, y fueron clasificados en estudiantes de alto o bajo rendimiento. La información se recolectó con un cuestionario estructurado que indagó sobre: conocimientos previos, antecedentes académicos, habilidad para trabajar en equipo, expectativas del programa, motivación, autoestima, bienestar psicológico, procesos académicos-administrativos y desempeño del asesor y tutor. El análisis de la información incluyó procesos comparativos, estudio de relaciones, análisis de regresión y análisis discriminante. El estudio reportó que la experiencia en investigación, los hábitos de estudio y la autoestima son los factores que más influyen en el rendimiento académico de los estudiantes del programa.Personal and institutional factors affecting academic performance in a postgraduate program in educationSummaryThe present research aims to identify the personal and institutional factors that determine the academic performance Master in Educational Research students, offered by the Faculty of Education of the Autonomous University of Yucatan, Mexico. The study was developed under the quantitative paradigm. Participants belong to the 2004-2014 cohorts, and were classified as high or low performing students. The information was collected with a structured questionnaire that inquired about: previous knowledge, academic background, team-work skills, program expectations, motivation, self-esteem, psychological well-being, academic-administrative processes and consultant and tutor performance. The analysis of the information included comparative processes, relationship study, and regression and discriminant analyses. The study reported that research experience, study habits, and self-esteem were the most influential factors in the academic performance of students in the program.Recibido: 19 de junio de 2017Aceptado: 09 enero de 2018

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Undergraduates’ Academic Performance, Self-Esteem and Perceived Social Support as Determinants of Perceived Stress

International Journal of Human Resource Studies ◽

10.5296/ijhrs.v8i4.13668 ◽

2018 ◽

Vol 8 (4) ◽

pp. 95 ◽

Cited By ~ 1

Author(s):

Kenny Lau Wee Keat ◽

Wong Siew Chin ◽

Lim Chui Seong

Keyword(s):

Social Support ◽

Academic Performance ◽

Perceived Stress ◽

Perceived Social Support ◽

Longitudinal Design ◽

Private Universities ◽

Well Being ◽

Self Esteem ◽

Current Paper ◽

Public And Private

The aim of current paper is to investigate the relationships between academic performance, self-esteem, perceived social support and perceived stress among the undergraduates in both Malaysian public and private universities. Research data is gathered from a sample of 144 of undergraduates from public and private universities in Malaysia. Partial Least Squares Structural Equation Modelling (PLS-SEM) is employed to examine the influences of academic performance, self-esteem, perceived social support and perceived stress among the undergraduates. The results demonstrate that self-esteem and perceived social support are viewed as potential predictors of perceived stress among undergraduates. However, there is no significant relationship between academic performance and perceived stress. Future researchers are suggested to conduct similar researches in qualitative or experimental setting in order to minimize personal bias in a longitudinal design. Current paper provides new in-depth and practical implications to all parties to pay attention in efforts to improve undergraduate’s well-being and achievement in their tertiary education stage. This paper offers new insight into the predicting factors of perceived stress among undergraduates in Malaysian context.

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Impact of psychosocial factors on academic performance of nursing students in Thailand

Journal of Health Research ◽

10.1108/jhr-07-2020-0242 ◽

2021 ◽

Vol ahead-of-print (ahead-of-print) ◽

Author(s):

Paul Ratanasiripong ◽

Chiachih DC Wang ◽

Nop Ratanasiripong ◽

Suda Hanklang ◽

Duangrat Kathalae ◽

...

Keyword(s):

Academic Performance ◽

Academic Success ◽

Nursing Students ◽

Psychosocial Factors ◽

Well Being ◽

Self Esteem ◽

Path Model ◽

Likelihood Method ◽

Cross Sectional ◽

Content Type

PurposeThe purpose of this study is to investigate the psychosocial factors that impact the academic performance of nursing students.Design/methodology/approachA cross-sectional study was conducted with 767 nursing students from three nursing colleges in Thailand. Instruments included Counseling Center Assessment for Psychological Symptoms and Rosenberg Self-Esteem Scale. Path model analyses with the maximum likelihood method were utilized to examine the proposed model. Model fit was estimated using multiple indexes, including chi-square/df ratio (χ2/df), comparative fit index (CFI), Tucker-Lewis index (TLI) and the root mean square error of approximation (RMSEA).FindingsResults indicated that family distress, emotional negativity, self-esteem and substance use were factors that related to nursing students' academic performance. Findings of path analyses indicated that the model demonstrated good fit: χ2 (2, N = 767) = 3.11, p = 0.48; χ2/df = 1.56; CFI = 1.00; TLI = 0.99; RMSEA = 0.027, (90% CI = [0.000, 0.082], PCLOSE = 0.68).Originality/valueWhile prior research has examined some facets leading to academic success for nursing students, psychosocial factors have not received adequate attention. This study presents a model of family and individual psychosocial factors that impact academic performance of nursing students along with recommendations to help improve their well-being.

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LA FUNCIONALIDAD FAMILIAR COMO INCIDENCIA EN EL RENDIMIENTO ESCOLAR DE LOS ALUMNOS DE PRIMERO BACHILLERATO DE LA UNIDAD EDUCATIVA PARTICULAR INTERNACIONAL PUERTO DE MANTA

Revista Cognosis. ISSN 2588-0578 ◽

10.33936/cognosis.v5i0.2289 ◽

2020 ◽

Vol 5 ◽

pp. 109

Author(s):

Erika Jasmina Zambrano Mendoza ◽

Rafael Tejeda Díaz

Keyword(s):

Quality Of Life ◽

Academic Performance ◽

School Performance ◽

Self Esteem ◽

First Year ◽

Calidad De Vida ◽

Palabras Clave ◽

Funcionamiento Familiar ◽

Family Functionality

El funcionamiento familiar y su incidencia con la escuela es una preocupación sentida en la actualidad, lo que demuestra que es un fenómeno recurrente en los escenarios educativos, destacándose limitaciones relacionadas con la tendencia investigativa, que ha girado en torno a proyectos de diagnóstico, descripción del fenómeno y en menor medida a propuestas de alternativas que ayuden a la mantención de la funcionalidad familiar, la promoción de una buena calidad de vida y el manejo de situaciones. Basado en lo antes referido, el presente estudio tiene como objetivo establecer la relación entre la funcionalidad familiar y el rendimiento académico de los estudiantes basado en una muestra y bajo un tipo de estudio correlacional. PALABRAS CLAVE: Rendimiento académico; aprendizaje; funcionamiento familiar; calidad de vida, autoestima, adolescencia. FAMILY FUNCTIONALITY AS INCIDENCE IN THE SCHOOL PERFORMANCE OF FIRST YEAR´S BACHELOR STUDENTS OF THE PUERTO DE MANTA INTERNATIONAL PARTICULAR EDUCATIONAL UNIT ABSTRACT The familiar functioning and your incidence with the school is a felt preoccupation the present time, which demonstrate that it is a recurrent phenomenon in the educational stages, standing out related limitations with the investigative tendency, that has turned around about projects of diagnosis, description of the phenomenon and in smaller measure to proposals of alternatives that it help to the maintenance of the familiar functionality, the promotion of a good quality of life and the handling of situations. Based on related before, the present study has as objective establish the report between the familiar support and the academic performance of the students based on the positivist paradigm and below a type of study correlational. KEYWORDS: Academic performance; learning; familiar functioning; life of quality; self-esteem; adolescence.

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Procrastination, self-esteem, academic performance, and well-being: A moderated mediation model

International Journal of Educational Psychology ◽

10.17583/ijep.2017.2584 ◽

2017 ◽

Vol 6 (2) ◽

pp. 97 ◽

Cited By ~ 3

Author(s):

Erdinç Duru ◽

Murat Balkis

Keyword(s):

Academic Performance ◽

Undergraduate Students ◽

Indirect Effect ◽

Well Being ◽

Self Esteem ◽

Interactive Effects ◽

Mediation Model ◽

Related Literature ◽

Future Studies ◽

Moderated Mediation Model

The current study attempts to provide a more detailed investigation regarding the effects of procrastination on well-being in a sample of Turkish undergraduate students (N = 348). Results confirm prior evidence suggesting that procrastination and self-esteem were important predictors of well-being. Results also indicated that both procrastination and academic performance have direct and interactive effects on self-esteem. Self-esteem mediated the relationships between procrastination and well-being. Furthermore, the indirect effect of procrastination on well-being via mediation of self-esteem may vary depending on academic performance. Findings were discussed in terms of related literature and further suggestions have been made for future studies.

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Can the Academic Self-Concept be Positive and Realistic?

Zeitschrift für Pädagogische Psychologie ◽

10.1024/1010-0652.19.3.132 ◽

2005 ◽

Vol 19 (3) ◽

pp. 129-132 ◽

Cited By ~ 6

Author(s):

Reimer Kornmann

Keyword(s):

Academic Performance ◽

Opposite Effect ◽

Self Esteem ◽

Point Of View ◽

The Other ◽

Self Concept ◽

High Ability ◽

Self Image ◽

Other Hand

Summary: My comment is basically restricted to the situation in which less-able students find themselves and refers only to literature in German. From this point of view I am basically able to confirm Marsh's results. It must, however, be said that with less-able pupils the opposite effect can be found: Levels of self-esteem in these pupils are raised, at least temporarily, by separate instruction, academic performance however drops; combined instruction, on the other hand, leads to improved academic performance, while levels of self-esteem drop. Apparently, the positive self-image of less-able pupils who receive separate instruction does not bring about the potential enhancement of academic performance one might expect from high-ability pupils receiving separate instruction. To resolve the dilemma, it is proposed that individual progress in learning be accentuated, and that comparisons with others be dispensed with. This fosters a self-image that can in equal measure be realistic and optimistic.

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Analysis of Self-Concept in Older Adults in Different Contexts

European Journal of Psychological Assessment ◽

10.1027/1015-5759.20.4.262 ◽

2004 ◽

Vol 20 (4) ◽

pp. 262-274 ◽

Cited By ~ 13

Author(s):

Manuel de Gracia Blanco ◽

Josep Garre Olmo ◽

María Marcó Arbonès ◽

Pilar Monreal Bosch

Keyword(s):

Older Adults ◽

Nursing Home ◽

Depressive Symptoms ◽

External Validity ◽

Aging Process ◽

Well Being ◽

Self Esteem ◽

Self Concept ◽

Self Perceptions ◽

Discriminatory Capacity

Summary: Self-concept is a construct consisting of a group of specific self-perceptions that are hierarchically organized. Age-associated changes of self-concept are related to the individual's perception of the changes occurring throughout the aging process. The authors examined external validity and internal consistency of an instrument that has been developed to assess self-concept in older adults and examined self-concept's characteristics in two different contexts. Results confirm the multidimensionality of the scale and show a satisfactory external validity, indicating good discriminatory capacity. Findings support the hypothesis that older people who live in a nursing home have a poor self-esteem, self-concept, and psychological well-being and have a greater presence of depressive symptoms than people who live in their own home.

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