Academic grit modulates school performance evolution over timea latent transition analysis

  1. Álvaro Postigo 1
  2. Marcelino Cuesta 1
  3. Rubén Fernández-Alonso 2
  4. Eduardo García-Cueto 1
  5. José Muniz 3
  1. 1 Universidad de Oviedo
    info

    Universidad de Oviedo

    Oviedo, España

    ROR https://ror.org/006gksa02

  2. 2 Departmento de Educación del Gobierno del Principado de Asturias
  3. 3 Universidad Nebrija
    info

    Universidad Nebrija

    Madrid, España

    ROR https://ror.org/03tzyrt94

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Revista:
Revista de psicodidáctica

ISSN: 1136-1034

Año de publicación: 2021

Volumen: 26

Número: 2

Páginas: 87-95

Tipo: Artículo

DOI: 10.1016/J.PSICOE.2021.03.001 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Revista de psicodidáctica

Objetivos de desarrollo sostenible

Resumen

La tenacidad académica, conocida como la pasión y la perseverancia por objetivos escolares a largo plazo, ha sido ampliamente estudiada en el contexto educativo. Sin embargo, pocos son los estudios que analizan esta variable como dominio específico y de manera longitudinal. El objetivo del presente trabajo es analizar en qué medida la tenacidad académica influye en el rendimiento académico evaluado longitudinalmente. Se utiliza una muestra de 4.853 estudiantes evaluados en tenacidad en dos momentos temporales, separados por cuatro años: cuarto curso de educación primaria (M = 9.9 años, DT = 0.41), y segundo curso de educación secundaria obligatoria (M = 13.87 años, DT = 0.82). También se evalúa el rendimiento académico a través de las notas escolares en Lengua Castellana y Matemáticas en tres momentos temporales. Se utiliza un Análisis de Clases Latentes para identificar grupos subyacentes, y un Análisis de Transiciones Latentes para estudiar las transiciones entre los grupos latentes en los diferentes momentos temporales. Además, se realiza un ANOVA de medidas repetidas para analizar la influencia de la tenacidad académica en el rendimiento académico. Se identifican tres grupos diferenciados en función del nivel de tenacidad académica: Grupo gritty, diligente y descuidado. Con el paso del tiempo (10 a 14 años), se observa una transición clara de los estudiantes hacia los grupos de menor nivel de tenacidad. El rendimiento académico disminuye entre los 10 y los 14 años, si bien no lo hace linealmente, viniendo modulado el cambio por el nivel de tenacidad académica. Promover la tenacidad académica desde la etapa primaria podría amortiguar el fracaso escolar en las etapas posteriores.

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