Análisis de la relación entre el resultado de lectura crítica en las pruebas Saber 11, el promedio académico y el desempeño en tareas de atención y memoria en estudiantes universitarios
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Se analizó la relación entre el resultado de lectura crítica en las pruebas Saber 11, el rendimiento académico y el desempeño en tareas de atención y memoria en 55 estudiantes universitarios (edad media=20 años, D.T.=2.51) a través de la prueba Memometric, la subprueba de retención de dígitos de Wechsler y el test de cancelación de la A. Como resultado, se encontró que el rendimiento en el módulo de lectura crítica y el desempeño académico no se relacionan únicamente con procesos psicológicos básicos como la atención selectiva y la memoria de trabajo. Adicionalmente, las correlaciones entre las variables estudiadas fueron bajas (con puntuaciones entre r = .004 y r = .42; p < .05), a excepción de dos, que pueden ser consideradas como moderadas: inverso memometric y promedio académico con un r ,50 p < .05; y directo memometric e inverso memometric, con un r = ,67, p < .05. Con el análisis posterior del modelo de regresión se observó que el desempeño en la prueba de lectura crítica Saber 11 fue significativo para la predicción del rendimiento académico. En conclusión, solo fueron corroboradas dos de las relaciones planteadas. Se sugiere para futuras investigaciones incluir variables relacionadas con los recursos afectivos del estudiante y los ambientes de aprendizaje.
In this study was analyzed the relation between the result of critical reading in the tests knowing 11, the academic performance and the performance in tasks of attention and memory in 55 university students (average age = 20 years, SD = 2.51) through the memometric test, the Wechsler digit retention subtest and the A cancellation test. As a result, it was found that the performance in the critical reading module and academic performance are not related only to basic psychological processes such as selective attention and memory of work. Additionally, the correlations between the variables studied were low (with scores between r = .004 and r = .42; p <.05), except for two, which can be considered as moderate: inverse memometric and academic average with r, 50 p <.05; and direct memometric and inverse memometric, with r =, 67, p <.05. With the subsequent analysis of the regression model, it was observed that the performance of the critical reading test knowing 11 was significant for the prediction of academic performance. In conclusion, only two of the proposed relationships were corroborated. It is suggested for future research to include variables related to the affective resources of the student and the learning environments.
In this study was analyzed the relation between the result of critical reading in the tests knowing 11, the academic performance and the performance in tasks of attention and memory in 55 university students (average age = 20 years, SD = 2.51) through the memometric test, the Wechsler digit retention subtest and the A cancellation test. As a result, it was found that the performance in the critical reading module and academic performance are not related only to basic psychological processes such as selective attention and memory of work. Additionally, the correlations between the variables studied were low (with scores between r = .004 and r = .42; p <.05), except for two, which can be considered as moderate: inverse memometric and academic average with r, 50 p <.05; and direct memometric and inverse memometric, with r =, 67, p <.05. With the subsequent analysis of the regression model, it was observed that the performance of the critical reading test knowing 11 was significant for the prediction of academic performance. In conclusion, only two of the proposed relationships were corroborated. It is suggested for future research to include variables related to the affective resources of the student and the learning environments.
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Memometric, memoria de trabajo, atención selectiva, rendimiento académico, pruebas de Estado, lectura crítica, Memometric, working memory, slective attention, academic performance, Secondary school state test, critical reading
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