Rasgos de personalidad, Percepción de apoyo social y Motivación de logro como predictores del rendimiento académico en estudiantes pertenecientes a programas de inclusión y permanencia en la educación universitaria (PACE).

Mario Morales Navarro; Eduardo Guzmán Utreras; Carmen Gloria Baeza Ugarte

doi:10.5354/0719-5885.2019.54680

Call to publish scientific articles that will be received between June 20 and November 20, 2019, referring to:

University Pedagogy: With topics such as public policies in higher education, legislative system and reforms, academic programs, comparative policies, massification processes, quality assurance, legal professions, and others in higher education as a general field, referring to the Chilean and international context .

Didactics of Law: With topics whose centrality is related to processes of innovation, learning, curriculum, innovations, teaching experiences, students and teachers characterization , among others in legal education in the Chilean and international context.

Ethical and citation standards (Chicago-deusto) must be taken care of, in addition to the originality of the research or innovation.

Personality traits, Perception of social support and Motivation of achievement as predictors of academic performance in students belonging to programs of inclusion and permanence in university education (PACE)

Authors

Mario Morales Navarro Universidad de Santiago de Chile
Eduardo Guzmán Utreras , Universidad Santo Tomás
Carmen Gloria Baeza Ugarte Universidad de Santiago de Chile

Vol. 6 No. 2 (2019)

https://doi.org/10.5354/0719-5885.2019.54680

Abstract

We present the results of an investigation whose objective was to study how certain personal variables (personality traits, perception of social support and motivation for achievement) of students can explain the academic performance, specifically in students belonging to an accompaniment program for access to higher education (PACE). There was a non-probabilistic and incidental sample of 155 university students from a public university during the first semester. The results show that there are no significant differences between men and women regarding the variables studied. In addition, there were significant correlations between academic performance and motivation for achievement, social support from the nearby network (friends), the perception of family support, and with the personality trait open to experience. Through a multiple linear regression, it was obtained that the personal variables of this study can explain 33.3% of the variance in academic performance. The need arises to deepen about these factors that are associated with the university permanence of students from vulnerable sectors.

Keywords:

PACE, Motivation, personality, social support, academic performance

Author Biographies

Mario Morales Navarro, Universidad de Santiago de Chile

Doctor en Ciencias de la Educación. Académico Facultad de Humanidades, Escuela de Psicología, Universidad de Santiago de Chile. Su correo electrónico es mario.morales@usach.cl.

Eduardo Guzmán Utreras, , Universidad Santo Tomás

Doctor en Psicología. Facultad de Ciencias Sociales y Comunicaciones, Escuela de Psicología, Universidad Santo Tomás, Santiago-Chile.

Carmen Gloria Baeza Ugarte, Universidad de Santiago de Chile

Doctora en Psicología. Facultad de Humanidades, Escuela de Psicología, Universidad de Santiago de Chile.

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How to Cite

Morales Navarro, M., Guzmán Utreras, E., & Baeza Ugarte, C. G. (2019). Personality traits, Perception of social support and Motivation of achievement as predictors of academic performance in students belonging to programs of inclusion and permanence in university education (PACE). Revista Pedagogía Universitaria Y Didáctica Del Derecho, 6(2), 59–80. https://doi.org/10.5354/0719-5885.2019.54680