Análisis de factores no cognitivos y desempeño acad´emico
El caso de la Universidad del Rosario, 2018

DOI:  https://doi.org/10.12804/revistas.urosario.edu.co/economia/a.15759

Barra lateral del artículo

PDF

Publicado: abr 15, 2026
Número: Vol. 28 Núm. 1 (2025):
Sección Artículos


Palabras clave: Desempeño académico Factores no cognitivos Habilidades Socioemocionales

Contenido principal del artículo

Autores/as

  Darwin Cortés
Universidad del Rosario
Susana Otálvaro-Ramírez
Universidad del Rosario

Resumen

Este trabajo documenta las relaciones entre el rendimiento académico y una serie de factores no cognitivos que pueden afectarlo. Siguiendo una aproximación socioecológica del problema, se logró indentificar que las mentalidades académicas influyen en el rendimiento académico. Las creencias sobre la plasticidad del cerebro —en particular, si se considera que las habilidades mentales están fijas y no cambian con el esfuerzo— tienen una correlación negativa con el rendimiento académico. Por otra parte, hábitos saludables como comer tres veces al día tienen una correlación positiva con el rendimiento académico; mientras que el consumo de cigarrillo tiene una correlación negativa. De manera consistente con la literatura, asistir a clase está asociado con mejores rendimientos académicos. Por último, se discuten varias vías de política estudiantil que se pueden fortalecer a partir de estos hallazgos.

Cómo citar
Cortés, D., & Otálvaro-Ramírez, S. (2026). Análisis de factores no cognitivos y desempeño acad´emico: El caso de la Universidad del Rosario, 2018. Revista De Economía Del Rosario, 28(1). https://doi.org/10.12804/revistas.urosario.edu.co/economia/a.15759
Referencias bibliográfica

Ackerman, P. L., & Heggestad, E. D. (1997). Intelligence, personality, and interests: Evidence for overlapping traits. Psychological Bulletin, 121(2), 219-245. https://doi.org/10.1037/0033-2909.121.2.219

Adey, P., Shayer, M., & Shayer, M. (2006). Really raising standards: Cognitive intervention and academic achievement. Routledge.

Anikeef, A. M. (1954). The relationship between class absences and college grades. Journal of Educational Psychology, 45(4), 244-249. https://doi.org/10.1037/h0053678

Anstey, K. J., von Sanden, C., Salim, A., & O’Kearney, R. (2007). Smoking as a risk factor for dementia and cognitive decline: A meta-analysis of prospective studies. American Journal of Epidemiology, 166(4), 367-378. https://doi.org/10.1093/aje/kwm116

Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child Development, 78(1), 246-263. https://doi.org/10.1111/j.1467-8624.2007.00995.x

Brocato, J. (1989). How much does coming to class matter? Some evidence of class attendance and grade performance. Educational Research Quarterly, 13(2), 2-6.

Busato, V. V., Prins, F. J., Elshout, J. J., & Hamaker, C. (2000). Intellectual ability, learning style, personality, achievement motivation and academic success of psychology students in higher education. Personality and Individual Differences, 29(6), 1057-1068. https://doi.org/10.1016/S0191-8869(99)00253-6

Chen, J., & Lin, T.-F. (2008). Class attendance and exam performance: A randomized experiment. The Journal of Economic Education, 39(3), 213-227. https://doi.org/10.3200/JECE.39.3.213-227

Chiaburu, D. S., Oh, I. S., Berry, C. M., Li, N., & Gardner, R. G. (2011). The five-factor model of personality traits and organizational citizenship behaviors: A meta-analysis. Journal of Applied Psychology, 96(6), 1140-1166. https://doi.org/10.1037/a0024004

Dewald, J. F., Meijer, A. M., Oort, F. J., Kerkhof, G. A., & Bögels, S. M. (2010). The influence of sleep quality, sleep duration and sleepiness on school performance in children and adolescents: A meta-analytic review. Sleep Medicine Reviews, 14(3), 179-189. https://doi.org/10.1016/j.smrv.2009.10.004

Duckworth, A. L., & Seligman, M. E. (2006). Self-discipline outdoes IQ in predicting academic performance of adolescents. Psychological Science, 16(12), 939-944. https://doi.org/10.1111/j.1467-9280.2005.01641.x

El Ansari, W., Stock, C., & Mills, C. (2013). Is alcohol consumption associated with poor academic achievement in university students? International Journal of Preventive Medicine, 4(10), 1175-1188. https://pmc.ncbi.nlm.nih.gov/articles/PMC3843305/

Farrington, C. A., Roderick, M., Allensworth, E., Nagaoka, J., Keyes, T. S., Johnson, D. W., & Beechum, N. O. (2012). Teaching adolescents to become learners: The role of noncognitive factors in shaping school performance–a critical literature review. ERIC.

Fong Lam, U., Chen, W. W., Zhang, J., & Liang, T. (2015). It feels good to learn where i belong: School belonging, academic emotions, and academic achievement in adolescents. School Psychology International, 36(4), 393-409. https://doi.org/10.1177/0143034315589649

Jeynes, W. H. (2002). The relationship between the consumption of various drugs by adolescents and their academic achievement. The American Journal of Drug and Alcohol Abuse, 28(1), 15-35. https://doi.org/10.1081/ADA-120001279

Krywaniuk, L., & Das, J. (1976). Cognitive strategies in native children: Analysis and intervention. Alberta Journal of Educational Research, 22(4), 271-280.

Leeson, P., Ciarrochi, J., & Heaven, P. C. (2008). Cognitive ability, personality, and academic performance in adolescence. Personality and Individual Differences, 45(7), 630-635. https://doi.org/10.1016/j.paid.2008.07.006

Li, R. Y. H., & Wong, W. I. (2016). Gender-typed play and social abilities in boys and girls: Are they related? Sex Roles, 74(9-10), 399-410. https://doi.org/10.1007/s11199-016-0580-7

Lin, T.-F., & Chen, J. (2006). Cumulative class attendance and exam performance. Applied Economics Letters, 13(14), 937-942. https://doi.org/10.1080/13504850500425733

Mons, U., Sch¨ottker, B., Mu¨ller, H., Kliegel, M., & Brenner, H. (2013). History of lifetime smoking, smoking cessation and cognitive function in the elderly population. European Journal of Epidemiology, 28(10), 823-831. https://doi.org/10.1007/s10654-013-9840-9

Neisser, U., Boodoo, G., Bouchard, T. J., Jr., Boykin, A. W., Brody, N., Ceci, S. J., Halpern, D. F., Loehlin, J. C., Perloff, R., Sternberg, R. J., & Urbina, S. (1996). Intelligence: Knowns and unknowns. American Psychologist, 51(2), 77-101. ttps://doi.org/10.1037/0003-066X.51.2.77

Nowicki, S., & Duke, M. P. (1992). The association of children’s nonverbal decoding abilities with their popularity, locus of control, and academic achievement. The Journal of Genetic Psychology, 153(4), 385-393. https://doi.org/10.1080/00221325.1992.10753734

Ott, A., Andersen, K., Dewey, M., Letenneur, L., Brayne, C., Copeland, J., Dartigues, M., Kragh-Sorensen, P., Lobo, A., Martinez-Lage, M., Stijnen, T., Hofman, A., & Launer, L. (2004). Effect of smoking on global cognitive function in nondemented elderly. Neurology, 62(6), 920-924. https://doi.org/10.1212/01.WNL.0000115110.35610.80

Patarroyo, C., & Navarro, M. d. R. (2017). Aprender a aprender: la apuesta pedagógica de la Universidad del Rosario. Reflexiones Pedagógicas, 9(1), 1-8.

Qualter, P., Gardner, K. J., Pope, D. J., Hutchinson, J. M., & Whiteley, H. E. (2012). Ability emotional intelligence, trait emotional intelligence, and academic success in british secondary schools: A 5 year longitudinal study. Learning and Individual Differences, 22(1), 83-91. https://doi.org/10.1016/j.lindif.2011.11.007

Schwartz, S. H. (1999). A theory of cultural values and some implications for work. Applied Psychology, 48(1), 23-47. https://acortar.link/SPFUNS

So, W.-Y. (2014). Association between cigarette consumption and academic achievement in korean adolescents. Addiction Research & Theory, 22(5), 424-430. https://doi.org/10.3109/16066359.2013.874417

Stea, T. H., & Torstveit, M. K. (2014). Association of lifestyle habits and academic achievement in norwegian adolescents: A cross-sectional study. bmc Public Health, 14(1), 829. https://doi.org/10.1186/1471-2458-14-829

Sternberg, R. J., & Kaufman, J. C. (1998). Human abilities. Annual Review of Psychology, 49(1), 479-502. https://doi.org/10.1146/annurev.psych.49.1.479

Taras, H., & Potts-Datema, W. (2005). Sleep and student performance at school. Journal of School Health, 75(7), 248-254. https://doi.org/10.1111/j.1746-1561.2005.tb06685.x

Wang, C.-C., Lu, T.-H., Liao, W.-C., Yuan, S.-C., Kuo, P.-C., Chuang, H.-L., Meng-Chin, L., & Yen, C.-H. (2010). Cigarette smoking and cognitive impairment: A 10-year cohort study in Taiwan. Archives of Gerontology and Geriatrics, 51(2), 143-148. https://doi.org/10.1016/j.archger.2009.09.041

Wolfson, A. R., & Carskadon, W. (2003). Understanding adolescent’s sleep patterns and school performance: A critical appraisal. Sleep Medicine Reviews, 7(6), 491-506. https://doi.org/10.1016/S1087-0792(03)90003-7

Zuffianò, A., Alessandri, G., Gerbino, M., Kanacri, B. P. L., Di Giunta, L., Milioni, M., & Caprara, G. V. (2013). Academic achievement: The unique contribution of self-efficacy beliefs in self-regulated learning beyond intelligence, personality traits, and self-esteem. Learning and Individual Differences, 23, 158-162. https://doi.org/10.1016/j.lindif.2012.07.010

Estadísticas de consulta

Descargas

Los datos de descargas todavía no están disponibles.
Métricas de publicación

0




 

Creative Commons License

Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial 4.0.

Los autores conservan los derechos de autor y garantizan a la revista el derecho de ser la primera publicación del trabajo al igual que licenciado bajo una Creative Commons Attribution License que permite a otros compartir el trabajo con un reconocimiento de la autoría del trabajo y la publicación inicial en esta revista.