Estilos de vida y su relación con las calificaciones escolares: estudio en Ecuador / Lifestyles and their relation to school ratings: study in Ecuador

Introducción: En una sociedad que promueve hábitos de vida saludable como la práctica de actividad física, descanso nocturno y dieta saludable, el impacto que pueda tener en las calificaciones de adolescentes es interesante pero sobradamente positivo. Sin embargo, hay otros hábitos de vida bastante habituales entre los adolescentes como el consumo de alcohol y el sedentarismo, cuya relación con el rendimiento académico aporta una visión nueva sobre el fracaso escolar. Objetivo: Analizar la relación entre el tiempo dedicado a ver la televisión, el tabaquismo y el consumo de alcohol con las calificaciones escolares de adolescentes ecuatorianos. Métodos: La presente investigación tomó como referencia el trabajo realizado por Kovacs, del Real, Gestoso, López, Mufraggi, y Palou34. El presente estudio se realizó en escuelas de la sierra ecuatoriana (54), siendo del número total de participantes de 17.302, de los cuales 7.502 son alumnos y 9.800 corresponde a los padres y tutores que colaboraron. Se aplicó un cuestionario para describir las variables frecuencia semanal de práctica deportiva, consumo de alcohol, tabaco, televisión, asignaturas suspensas y nivel socioeconómico de los padres. Resultados: Del análisis multivariante las variables negativamente asociadas al rendimiento académico son el tabaco, el nivel socio económico bajo, el alcohol y ver la televisión más de dos horas al día. Por el contrario, las que tienen una relación positiva con el rendimiento académico son la práctica deportiva a nivel competición, practicar deporte con una frecuencia superior a los dos días por semana y ser mujer. Conclusiones: Se demostró que el beber, consumir tabaco, la edad, ser hombre, emplear más de dos horas al día en ver la televisión y pertenecer a un grupo socioeconómico bajo afecta de manera negativa a las calificaciones académicas. Sin embargo, el ser mujer, estudiar en un colegio privado o concertado y practicar deporte influye positivamente(AU)

Introduction: In a society that promotes healthy lifestyle habits such as physical activity, nighttime rest, and a healthy diet, the impact it may have on adolescents' grades is interesting, but it is also positive. However, there are other habits of life quite common among adolescents such as alcohol consumption and sedentary lifestyle, whose relationship with academic performance provides a new vision of school failure. Objective: To analyze the relationship between the time spent watching television, smoking and alcohol consumption with school grades of Ecuadorian adolescents. Methods: The present research took as reference the work carried out by Kovacs, del Real, Gestoso, López, Mufraggi, and Palou34. The present study was conducted in schools in the Ecuadorian highlands (54), the total number of participants being 17,302, of which 7,502 are students and 9,800 correspond to the parents and guardians who collaborated. A questionnaire was applied to describe the weekly frequency variables of sports practice, alcohol consumption, tobacco, television, suspended subjects and parents' socioeconomic status. Results: From the multivariate analysis it was obtained that the variables negatively associated with academic performance are tobacco, low socio-economic level, alcohol and watching television more than two hours a day. On the other hand, those that have a positive relationship with academic performance are sporting at the competition level, practicing sports more frequently than two days a week and being female. Conclusions: This study shows that, in Ecuadorian adolescents, drinking, smoking, age, being a man, spending more than two hours a day watching television and belonging to a low socioeconomic group negatively affects academic qualifications. However, being a woman, studying in a private or concerted school and practicing sports has a positive influence(AU)

Relación entre ansiedad, desempeño y riesgo de deserción en aspirantes a bachillerato / Relationship Between Anxiety and Probability of Academic Failure for Middle School Students

El propósito de la presente investigación fue explorar la relación entre las calificaciones académicas de los estudiantes con su tendencia a presentar conductas emocionales de ansiedad en el ámbito escolar mediante un estudio empírico descriptivo transversal. Adicionalmente se exploró la relación de esas dos variables con la probabilidad de fracaso escolar. Participaron 385 estudiantes de secundaria, que aspiraban a ingresar al bachillerato en una escuela pública. El rendimiento académico se evaluó a partir del promedio de secundaria, así como de una prueba de admisión. La probabilidad de deserción escolar se evaluó mediante una prueba de autorreporte (Hernández-Pozo, 2005). Adicionalmente se empleó una tarea computarizada basada en la versión emocional del paradigma de Stroop para medir la tendencia a la ansiedad escolar (Hernández-Pozo, Macías-Martínez, & Torres-Chávez, 2004). Se encontró que los estudiantes con las calificaciones más altas en la prueba de admisión, con mejores promedios en secundaria o con menor riesgo de deserción, difirieron de sus contrapartes en cuanto a los índices de interferencia de la prueba Stroop. Se concluye que la prueba emocional Stroop es un instrumento que refleja de manera ordenada el riesgo a la deserción escolar y el perfil académico de los aspirantes al bachillerato.

The purpose of this research was to explore the relationship between the academic qualifications of students with their tendency to experience emotional anxiety behaviors towards the school setting by means of a transversal descriptive study. Additionally, the association of these two variables with the likelihood of school failure was investigated. 385 junior high school students participated aspiring to enter a public senior high school. Academic performance was assessed based from the average grades at junior high school as well as from an admission exam. The probability of dropout was assessed by a self-reported questionnaire (Hernández-Pozo, 2005). Additionally a computerized task was used based on the emotional version of the Stroop paradigm to measure the tendency for school anxiety (Hernández-Pozo, Macías-Martínez, & Torres-Chávez, 2004). Results showed that students with the highest marks in the admission test, with better high school average or lower risk of dropout differed from their counterparts in terms of indices of the Stroop interference test. It is concluded that the emotional Stroop test is an instrument that reflects orderly risk to dropout and academic profile of applicants to senior high school.

Relación entre promedio escolar y tres indicadores de ansiedad en estudiantes de medicina / Relationship between school grades and three anxiety indexes for medical students

El ingreso a la universidad trae consigo cambios que pueden vulnerar la estabilidad emocional y afectar las probabilidades de éxito escolar. Con el fin de explorar la relación entre ansiedad y desempeño académico en estudiantes de Medicina, participaron, en este estudio, 81 estudiantes mexicanos, que se sometieron a tres tipos de evaluaciones (verbal, conductual y fisiológica), en una sesión. En tres fases de evaluación se emplearon la prueba Zung de ansiedad (Hernández-Pozo, Macías, Calleja, Cerezo & Del Valle, 2008), un listado de eventos recientes potencialmente estresantes, una prueba computarizada del paradigma emocional Stroop y un monitoreo fisiológico de tensión arterial y pulso antes y después de la tarea conductual. Se encontró una relación no lineal entre nivel de ansiedad y desempeño académico. Los resultados apoyan hallazgos previos, en el sentido de que niveles de ansiedad elevados están relacionados con el bajo desempeño académico. No hubo diferencias en ansiedad atribuibles al sexo.

Entering college is associated to changes that could challenge emotionalstability and that might decrease the likelihood of academic success. Withthe aim of exploring the relationship between anxiety and academic performance of Medical students. 81 Mexican students participated in thestudy in a triple assessment session (Verbal, Behavioral, and Physiological).Instruments included the Zung Anxiety Text (Hernández-Pozo, Macías,Calleja, Cerezo & Del Valle, 2008), a list of potentially stressful events, acomputerized task based on the Stroop emotional paradigm, and phyisiologicalmonitoring of blood pressure and pulse before and after the behavioral task. A non-lineal relation between anxiety and academic performance was found. Results support previous findings pointing that high levels of anxietyare related to low academic performance. There was no difference in anxiety levels associated to gender.

Predictive power of resident selection criteria for clinical performance in general surgery residency.

To evaluate the ability of the resident selection criteria to predict clinical performance of general surgery residents, the application files and resident evaluations of 35 general surgery residents who were in the residency program of the Department of Surgery, Faculty of Medicine Siriraj Hospital during the 2000- 2001 and 2001- 2002 academic years were reviewed. A correlation study was done using scores from three selection criteria (medical school grades, letters of recommendation, and interview) predictors and clinical performance ratings as outcomes. The interview scores were the best predictor for overall performance of residents in the first and second years. The GPA scores were the best predictor for overall third–year performance. Each selection criterion contributed unique predictive ability for resident performance. The combination of interview scores, scores from letters of recommendation, GPA scores, and ages at admission could predict 60.5% of the total variance in the overall first-year performance scores (R=0.778, p=0.012). The combination of interview scores and score from letters of recommendation could predict 31.4% of the total variance in the overall performance score in the second year (R=0.56, p=0.049). None of the multiple regression models demonstrated statistically significant prediction for the third-year overall performance.