Academic progress, coping strategies and psychological distress among teacher education students

  1. Gustems-Carnicer, Josep 1
  2. Calderon, Caterina 1
  3. Calderon-Garrido, Diego 2
  4. Martin-Piñol, Carolina 1
  1. 1 Universitat de Barcelona
    info

    Universitat de Barcelona

    Barcelona, España

    ROR https://ror.org/021018s57

  2. 2 Serra Hunter Fellow, Universitat de Barcelona
Revista:
International Journal of Educational Psychology: IJEP

ISSN: 2014-3591

Año de publicación: 2020

Título del ejemplar: October

Volumen: 9

Número: 3

Páginas: 290-312

Tipo: Artículo

DOI: 10.17583/IJEP.2020.4905 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: International Journal of Educational Psychology: IJEP

Resumen

El rendimiento académico es un factor fundamental en la calidad de la educación superior. A pesar del gran volumen de investigaciones sobre el rendimiento académico no hay resultados concluyentes respecto a la influencia de algunas variables sobre el mismo. Mientras que algunos estudios encuentran diferencias atribuibles al género, la edad o a factores psicológicos como las estrategias de afrontamiento, otros concluyen que son inexistentes o insignificantes. Este artículo busca profundizar acerca de cómo dichas variables influyen en el desempeño de los estudiantes del grado de maestro en educación primaria. Las mejoras educativas en una sociedad sólo son posibles si la formación docente garantiza una alta cualificación de su profesorado. En este artículo se analiza el progreso académico en una muestra de 136 estudiantes y el efecto del género, la edad y las estrategias de afrontamiento y los síntomas psicológicos. Del análisis de los datos puede concluirse que todas las variables analizadas provocan diferencias en el rendimiento académico en los estudiantes de maestro, por lo que será necesario establecer planes de mejora de esta titulación que atiendan tales condiciones.

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