Analizando las dimensiones psicosociales implicadas en los resultados académicos y permanencia en los grados de ingeniería
- Rafael García-Ros 1
- Francisco Cavas-Martínez 2
- Francisco Pérez-González 1
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1
Universitat de València
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2
Universidad Politécnica de Cartagena
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- 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.