Analizando las dimensiones psicosociales implicadas en los resultados académicos y permanencia en los grados de ingeniería

  1. Rafael García-Ros 1
  2. Francisco Cavas-Martínez 2
  3. Francisco Pérez-González 1
  1. 1 Universitat de València
    info

    Universitat de València

    Valencia, España

    ROR https://ror.org/043nxc105

  2. 2 Universidad Politécnica de Cartagena
    info

    Universidad Politécnica de Cartagena

    Cartagena, España

    ROR https://ror.org/02k5kx966

Book:
INNODOCT, 3rd International Conference on Innovation, Documentation and Teaching Technologies
  1. Garrigós Simón, Fernando J. (dir.)

Publisher: [València], Editorial Universitat Politècnica de València, D.L. 2015

ISBN: 978-84-9048-343-5

Year of publication: 2015

Pages: 196-204

Congress: Conferencia Internacional Virtual sobre Innovación, Documentación y Tecnologías de la Enseñanza (3. 2015. null)

Type: Conference paper

Abstract

This study analyzes the predictive and incremental validity of first-year Engineering students’ experiences on their academic achievement and permanence in the degree program. Results show that the personal and precollege – especially the Entrance Grade- are significant predictors of grades, in addition to the predictive and incremental validity of the first-year experiences – especially Integration and Academic Conscientiousness-, together explaining 34.8% of the criterion variance. However, thepersonal and precollege variables do not predict permanence, while first-year experiences do –especially Institutional Commitment-, explaining 24% of its variance. The results are discussed based on previous research and from the perspective of designing intervention programs for the first year of university in these degree programs.