Recursos y obstáculos que influyen en el rendimiento académico de los adolescentes
DOI:
https://doi.org/10.51660/ripie.v3i1.116Palabras clave:
pensamiento crítico, engagement académico, apoyo docente, uso problemático tecnología, rendimiento escolar, adolescentes.Resumen
Introducción: La innovación educativa se refiere a un proceso de cambio en la enseñanza que implica a las personas y la tecnología. El presente estudio tuvo por objetivo analizar las relaciones entre recursos personales, sociales y uso problemático de la tecnología sobre el rendimiento académico de una muestra de adolescentes españoles. Metodología: La muestra estuvo compuesta por 688 adolescentes con edades comprendidas entre 12 y 18 años de Málaga (España), quienes completaron cuestionarios sobre pensamiento crítico, engagement académico, apoyo docente y de compañeros y uso problemático de móviles y redes sociales. Adicionalmente, se registró el rendimiento académico. Se realizaron análisis descriptivos, de correlación y de regresión lineal múltiple por pasos. Resultados: Los resultados indicaron que el pensamiento crítico, el engagement académico, el apoyo docente y el uso problemático de las redes sociales predecían de forma significativa el rendimiento académico. Conclusiones: La innovación educativa implica la transformación de la educación conjugando procesos y medios novedosos con resultados tradicionales. Así, nuestro estudio sugiere que ciertos recursos personales y sociales se relacionan significativamente con el rendimiento académico. Adicionalmente, el uso problemático de redes sociales podría asociarse negativamente con los resultados académicos de los adolescentes.
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