Hacia un modelo explicativo del rendimiento académicovariables orécticas y cognitivas

  1. Francisco González-Primo 1
  2. Pelayo Montes-Álvarez 1
  3. Álvaro Postigo 1
  4. Álvaro Menéndez-Aller 1
  5. Eduardo García-Cueto 1
  1. 1 Universidad de Oviedo
    info

    Universidad de Oviedo

    Oviedo, España

    ROR https://ror.org/006gksa02

Journal:
REMA

ISSN: 1135-6855

Year of publication: 2022

Volume: 24

Issue: 2

Pages: 45-59

Type: Article

DOI: 10.17811/REMA.24.2.2022.45-59 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

More publications in: REMA

Abstract

Reasoning, creativity, openness, motivation, conscientiousness and neuroticism are variables that have usually been associated with academic performance. However, there are hardly any studies that jointly examine the effects of these factors. The objective was to study some of the variables that affect academic performance and construct a model that includes them. In addition, it was observed if there were differences in creativity, academic performance and reasoning according to gender and type of education. The Big Five (NEO-FFI), reasoning (PMA), creativity, and achievement motivation of 281 undergraduates (M = 21.16; SD = 3.14; 20% men) were assessed. The proposed model of path-analysis showed a good fit(휒휒2not statistically significant; SRMR = .05; CFI = .973). Academic performance can be explained by several variables: reasoning, creativity, openness to experience, achievement motivation and conscientiousness. Statistically significant differences were found in creativity according to sex, and in creativity and reasoning according to the type of studies.

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