Las tres hilanderas del destino académico y profesional: Identidad, autoconcepto e intereses vocacionales
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Tovar Rodríguez, Jonatan Hans
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Tipo de contenido
Trabajo de grado - Maestría
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EspañolFecha de publicación
2017
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La literatura psicológica y educativa señala que diversas variables predicen el éxito académico más allá de los indicadores de capacidad o inteligencia general. Esto es así, principalmente porque los resultados del aprendizaje están mediados por la capacidad para persistir en la tarea y esto a su vez depende de diversos indicadores como el estatus de desarrollo de la identidad, el autoconcepto y los intereses vocacionales. En este estudio, se explora cuál es el modelo de variables asociadas con estos tres constructos que mejor explica el logro académico. Para este fin se contó con la participación de 666 bachilleres egresados de colegios distritales en la ciudad de Bogotá, 420 mujeres y 246 hombres. Se aplicaron tres pruebas (EOMEIS-II, AF 5 y SDS Forma J) y mediante los datos se desarrolló un modelo de regresión lineal múltiple por introducción de variables por pasos sucesivos. Los resultados sugieren que mayores puntajes en las dimensiones asociadas con tener un perfil de investigador, al autoconcepto emocional, el logro de identidad a nivel político y el estatus de difusión de la identidad en filosofía de vida, se relacionan con un mayor puntaje promedio en el examen de admisión a la Universidad Nacional de Colombia. En contraste, con puntuaciones más altas en el estatus ejecución hipotecada de la identidad a nivel global, el perfil social, el autoconcepto social y el autoconcepto físico, se esperaría el efecto contrario.
Abstract. Psychological and educational literature indicates that multiple variables predict academic success beyond general intelligence. This is so, mainly, because learning outcomes are mediated by the ability to persist in the task at hand, and this, in turn, depends on several indicators such as identity status, self-concept and vocational interests. In this study, it is explored which variables associated with these three constructs are related to academic achievement. In order to do so, 666 high school seniors of public schools in Bogotá, 420 women and 246 men, were evaluated. Three tests were applied (EOMEIS-II, AF Form J 5 SDS) and used to build a step-wise multiple regression model. The results suggest that, on average, higher scores on the dimensions related to vocational interests on research, emotional self-concept, achieved identity at the political level, and identity diffusion at the level of life philosophy would be related to higher admission scores to Universidad Nacional de Colombia. In contrast, higher scores on foreclosed identity, social vocational interests, social self-concept and physical self-concept would be related to lower admission scores.
Abstract. Psychological and educational literature indicates that multiple variables predict academic success beyond general intelligence. This is so, mainly, because learning outcomes are mediated by the ability to persist in the task at hand, and this, in turn, depends on several indicators such as identity status, self-concept and vocational interests. In this study, it is explored which variables associated with these three constructs are related to academic achievement. In order to do so, 666 high school seniors of public schools in Bogotá, 420 women and 246 men, were evaluated. Three tests were applied (EOMEIS-II, AF Form J 5 SDS) and used to build a step-wise multiple regression model. The results suggest that, on average, higher scores on the dimensions related to vocational interests on research, emotional self-concept, achieved identity at the political level, and identity diffusion at the level of life philosophy would be related to higher admission scores to Universidad Nacional de Colombia. In contrast, higher scores on foreclosed identity, social vocational interests, social self-concept and physical self-concept would be related to lower admission scores.