Academic achievement and aggressive behavior in college students
Rendimiento académico y conducta agresiva en estudiantes universitarios
Author
Molero, Mª del Mar
Gázquez, José Jesús
Pérez-Fuentes, Mª del Carmen
Soler, Francisco J.
Abstract
Academic achievement in higher education is analyzed in most cases, from a perspective that puts special emphasis on factors related to motivation or quality of teaching practices. However, the presence of violent behavior in secondary education, makes rethink the need to address this issue also in the university context. The aim of this paper is to analyze the academic performance and the presence of aggressive behaviors in college students, attending to gender and qualification (Degree in Early Childhood Education, Degree in Elementary Education and Degree in Psychology). To do this, he had a sample of 219 university students, with a mean age of 19.79 years. The instruments used were the School Aptitude Test (TEA-Level 3) and Questionnaire Reactive-Proactive Aggression (RPQ). The results of the MANOVA showed significant main effects of qualifications and between the sexes, although no effects were observed in their interaction (title-sex). As for aggressive behavior significant main effects between the sexes were given, but not between the degrees or the degree-sex interaction. El rendimiento académico en educación superior, es analizado en la mayoría de los casos,desde una perspectiva que pone especial interés en factores relacionados con la motivacióno la calidad de las prácticas docentes. No obstante, la presencia de conductas violentas eneducación secundaria, hace replantear la necesidad de abordar esta problemática tambiénen el contexto universitario. El objetivo del presente trabajo es analizar el rendimientoacadémico y la presencia de conductas agresivas en alumnado universitario, atendiendo algénero y a la titulación (Grado de Educación Infantil, Grado de Educación Primaria yGrado en Psicología). Para ello, se contó con una muestra de 219 universitarios, con unamedia de edad de 19.79 años. Los instrumentos utilizados fueron el Test de AptitudesEscolares (TEA-Nivel 3) y el Cuestionario de Agresividad Reactiva-Proactiva (RPQ).Los resultados de los MANOVA mostraron efectos principales significativos entre lastitulaciones y entre ambos sexos, aunque no se observaron efectos en su interacción(titulación-sexo). En cuanto a la conducta agresiva se dieron efectos principalessignificativos entre ambos sexos, pero no entre las titulaciones ni en la interaccióntitulación-sexo.
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