<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2007-7467</journal-id>
<journal-title><![CDATA[RIDE. Revista Iberoamericana para la Investigación y el Desarrollo Educativo]]></journal-title>
<abbrev-journal-title><![CDATA[RIDE. Rev. Iberoam. Investig. Desarro. Educ]]></abbrev-journal-title>
<issn>2007-7467</issn>
<publisher>
<publisher-name><![CDATA[Centro de Estudios e Investigaciones para el Desarrollo Docente A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-74672020000200119</article-id>
<article-id pub-id-type="doi">10.23913/ride.v11i21.719</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Internal &amp; external causes determining the academic performance of the university student]]></article-title>
<article-title xml:lang="es"><![CDATA[Causas internas y externas que determinan el rendimiento académico del estudiante universitario]]></article-title>
<article-title xml:lang="pt"><![CDATA[Causas internas e externas que determinam o desempenho acadêmico do estudante universitário]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alanís Navarro]]></surname>
<given-names><![CDATA[José Andrés]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alanís Cantú]]></surname>
<given-names><![CDATA[Reynaldo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Barón]]></surname>
<given-names><![CDATA[Agustin]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Politécnica del Estado de Guerrero  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Politécnica del Estado de Guerrero  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Nacional Autónoma de México  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2020</year>
</pub-date>
<volume>11</volume>
<numero>21</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-74672020000200119&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-74672020000200119&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-74672020000200119&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This work presents an analysis of some factors associated with the failure of students who are studying engineering. A subject is considered failed if the final grade is less than seven. The sample was composed of ninety-one students who are in the 7th semester of Energy Engineering, Environmental Technology Engineering and Telematics Engineering. The sample represents 59,9% of the population. The data were collected through a 24-question instrument. The age of the students ranges between 20 and 36 years. As possible internal factors, which are directly associated with the student, include: the extra time the student dedicates to study, the choice of desired career, or the time dedicated to other personal activities, among other factors. As possible external factors are analyzed the socioeconomic status of the family income, the quality of teaching, the quality of infrastructure of the university, among other factors. An analysis of descriptive statistics of each factor is carried out and a summary of the relevant information is presented. Likewise, the degree and type of correlation between each factor and the number of failed subjects per student is determined. In addition, the factors associated with the student's career satisfaction are presented. The variables Age, Family members, Work time, Monthly income, Daily spending, and Drug consumption, does not present any type of correlation with the variable of interest. The students' performance is mainly related to internal factors that are aspects that only depend on the student himself; only the external factor Student's relation is associated with its performance. On the other hand, the feeling of satisfaction of the student for the studied career depends mainly on external factors such as Family support, Teaching quality, Teacher and Student relation, and Infrastructure quality; the only internal factor is the self-concept of comprehension. This information is intended to make concrete proposals to prevent or reduce school drop-out, as well as to lessen the possible negative social effects that this phenomenon may cause in the short or medium term.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este trabajo presenta un análisis de algunos factores asociados al fracaso de los estudiantes que estudian ingeniería. Una asignatura se considera fallida si la calificación final es menor a siete. La muestra estuvo compuesta por noventa y un estudiantes que se encuentran en el séptimo semestre de Ingeniería en Energía, Ingeniería en Tecnología Ambiental e Ingeniería en Telemática. La muestra representa el 59,9% de la población. Los datos fueron recolectados a través de un instrumento de 24 preguntas. La edad de los alumnos oscila entre 20 y 36 años. Como posibles factores internos, que están directamente asociados con el estudiante, se incluyen: el tiempo adicional que el estudiante dedica al estudio, la elección de la carrera deseada o el tiempo dedicado a otras actividades personales, entre otros factores. Como posibles factores externos se analizan el estado socioeconómico del ingreso familiar, la calidad de la enseñanza, la calidad de la infraestructura de la universidad, entre otros factores. Se realiza un análisis de las estadísticas descriptivas de cada factor y se presenta un resumen de la información relevante. Del mismo modo, se determina el grado y el tipo de correlación entre cada factor y el número de sujetos fallidos por alumno. Además, se presentan los factores asociados a la satisfacción profesional del alumno. Las variables Edad, Miembros de familia, Tiempo de trabajo, Ingresos mensuales, Gasto diario y Consumo de drogas no presentan ningún tipo de correlación con la variable de interés. El desempeño de los estudiantes se relaciona principalmente con factores internos, aspectos que sólo dependen del estudiante; sólo el factor externo de relación del alumno está asociado a su desempeño. Por otro lado, el sentimiento de satisfacción del estudiante por la carrera estudiada depende principalmente de factores externos como el apoyo familiar, la calidad de la enseñanza, la relación entre docentes y alumnos y la calidad de la infraestructura; el único factor interno es el auto-concepto de la comprensión. Con esta información se pretende plantear propuestas concretas para evitar o disminuir la deserción escolar, además de aminorar los posibles efectos sociales que este fenómeno puede provocar a corto o mediano plazo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este trabalho apresenta uma análise de alguns fatores associados ao insucesso de alunos do curso de engenharia. Um curso é considerado reprovado se a nota final for inferior a sete. A amostra foi composta por noventa e um alunos que cursam o sétimo semestre de Engenharia em Energia, Engenharia em Tecnologia Ambiental e Engenharia em Telemática. A amostra representa 59,9% da população. Os dados foram coletados por meio de um instrumento de 24 questões. A idade dos alunos varia entre 20 e 36 anos. Os possíveis fatores internos, que estão diretamente associados ao aluno, incluem: o tempo adicional que o aluno dedica aos estudos, a escolha da carreira desejada ou o tempo dedicado a outras atividades pessoais, entre outros fatores. Como possíveis fatores externos, são analisados o nível socioeconômico da renda familiar, a qualidade do ensino, a qualidade da infraestrutura universitária, entre outros. É realizada uma análise da estatística descritiva de cada fator e apresentado um resumo das informações relevantes. Da mesma forma, o grau e o tipo de correlação entre cada fator e o número de matérias reprovadas por aluno são determinados. Além disso, são apresentados os fatores associados à satisfação profissional do aluno. As variáveis Idade, Familiares, Tempo de trabalho, Renda mensal, Despesa diária e Uso de medicamentos não apresentam nenhum tipo de correlação com a variável de interesse. O desempenho do aluno está relacionado principalmente a fatores internos, aspectos que dependem apenas do aluno; apenas o fator externo da relação do aluno está associado ao seu desempenho. Por outro lado, o sentimento de satisfação do aluno com o diploma estudado depende principalmente de fatores externos como o apoio familiar, a qualidade do ensino, a relação entre professores e alunos e a qualidade da infraestrutura; o único fator interno é o autoconceito de compreensão. Essas informações têm como objetivo fazer propostas concretas para evitar ou reduzir o abandono escolar, além de reduzir os possíveis efeitos sociais que esse fenômeno pode causar a curto ou médio prazo.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[rendimiento escolar]]></kwd>
<kwd lng="es"><![CDATA[auto-concepto de comprensión]]></kwd>
<kwd lng="es"><![CDATA[coeficiente de correlación lineal]]></kwd>
<kwd lng="es"><![CDATA[coeficiente de Pearson]]></kwd>
<kwd lng="es"><![CDATA[coeficiente de Spearman]]></kwd>
<kwd lng="en"><![CDATA[Scholar performance]]></kwd>
<kwd lng="en"><![CDATA[self-concept of comprehension]]></kwd>
<kwd lng="en"><![CDATA[linear correlation coefficient]]></kwd>
<kwd lng="en"><![CDATA[Pearson coefficient]]></kwd>
<kwd lng="en"><![CDATA[Spearman coefficient]]></kwd>
<kwd lng="pt"><![CDATA[desempenho escolar]]></kwd>
<kwd lng="pt"><![CDATA[conceito de autocompreensão]]></kwd>
<kwd lng="pt"><![CDATA[coeficiente de correlação linear]]></kwd>
<kwd lng="pt"><![CDATA[coeficiente de Pearson]]></kwd>
<kwd lng="pt"><![CDATA[coeficiente de Spearman]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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