Variables Predictoras del Rendimiento Académico en Estudiantes Universitarios

Abstract

The objective of this research was to determine which variable predict the academic performance of university students in USTA Villavicencio. Consequently, a quantitative transactional investigation of correlational scope was carried out, 1,071 students from seven faculties (Agricultural Business Administration, Public Accounting, Law, Environmental Engineering, Civil Engineering, International Business and Psychology) were selected through a stratified probabilistic sampling. It was necessary to apply four instruments (Motivation Questionnaire and Short Form Learning Strategies -MSLQ, Ryff Psychological Well-being Scales (PWB), the Experiences of Violence in Couple and Family Relationships Questionnaire and General Self-Efficacy Scale (GSE) that measured the five variables (learning strategies, motivation, self-efficacy, psychological well-being, and violence). The results data obtained allowed carrying out descriptive, correlational and regression analyses. The results, also, indicate a statistically significant and positive relationship between learning strategies, motivation and psychological well-being with the academic performance. However, the relationship was negative between partner violence and performance. A non-statistically significant relationship was found between the violence of parents towards the student, between parents and self-efficacy with academic performance. Thus, it is concluded that learning strategies is the variable that best predicts academic performance in university students.