<?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>S2007-74672024000200775</article-id>
<article-id pub-id-type="doi">10.23913/ride.v15i29.2170</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[La cohesión grupal y el impacto en el rendimiento académico]]></article-title>
<article-title xml:lang="en"><![CDATA[Group Cohesion and its Impact on Academic Performance]]></article-title>
<article-title xml:lang="pt"><![CDATA[Coesão do grupo e o impacto no desempenho acadêmico]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Corte&#769;s-Heredia]]></surname>
<given-names><![CDATA[Sandra Jenny]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Go&#769;mez-Tera&#769;n]]></surname>
<given-names><![CDATA[Óscar Ángel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Castrejo&#769;n-Reyes]]></surname>
<given-names><![CDATA[Victorina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Meza De Luna]]></surname>
<given-names><![CDATA[María Elena]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Querétaro  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Autónoma de Querétaro  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Autónoma de Querétaro  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad Autónoma de Querétaro  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<volume>15</volume>
<numero>29</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-74672024000200775&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-74672024000200775&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-74672024000200775&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El impacto de la cohesión grupal en el rendimiento académico es crucial para entender cómo las dinámicas sociales dentro de los grupos de estudiantes pueden influir en su éxito académico, lo que podría ayudar a desarrollar intervenciones educativas más efectivas en el futuro. Pregunta de investigación: ¿Qué impacto tiene la cohesión grupal en el rendimiento académico de los estudiantes del nivel Técnico Superior Universitario? Objetivo: Indagar el impacto que tiene la cohesión grupal en el rendimiento académico de los estudiantes. Metodología: Se utilizó un enfoque cuantitativo de alcance correlacional con un diseño cuasiexperimental, por conveniencia, incluyendo estudiantes del tercer cuatrimestre. Se realizaron mediciones antes y después de la intervención para evaluar los cambios en la cohesión grupal y el rendimiento académico, aplicando el test Group Environment Questionnaire, el instrumento de información para conocer el rendimiento académico de los estudiantes, fue la plataforma institucional, LIZARD (matriz), Universidad Tecnológica de Querétaro. Resultados: En el grupo de intervención se encontró correlación positiva de baja a moderada entre la cohesión grupal y el rendimiento académico, aunque no estadísticamente significativa, mientras que en el grupo de control se observó una correlación negativa baja, también no significativa. Conclusiones: Se muestra una mejora significativa en el rendimiento académico del grupo de intervención tras la intervención, aunque con mayor variabilidad entre los estudiantes, mientras que el grupo de control experimentó una disminución significativa en el rendimiento; las correlaciones entre cohesión grupal y rendimiento académico en ambos grupos no fueron estadísticamente significativas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The impact of group cohesion on academic performance is crucial to understanding how social dynamics within student groups can influence their academic success, which could help in the future to more effective educational interventions. Research Question: What impact does group cohesion have on the academic performance of students at the university technician level? Objective: To investigate the impact that group cohesion has on students' academic performance. Methodology: A quantitative correlational scope quasi-experimental design was used, conveniently including third quarter students. Measurements were taken before and after the intervention to evaluate changes in group cohesion and students' academic performance, applying the Group Environment Questionnaire test. The instrument used to obtain information about students' academic performance was the institutional platform LIZARD (matrix) at the Technological University of Queretaro. Results: In the intervention group, a positive low to moderate correlation was found between group cohesion and academic performance, although not statistically significant, while in the control group a negative low correlation was observed, also not significant. Conclusions: A significant improvement in academic performance was shown for the intervention group after the intervention, although with greater variability among students, while the control group experienced a significant decrease in performance; the correlations between group cohesion and academic performance in both groups were not statistically significant.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O impacto da coesão do grupo no desempenho académico é crucial para compreender como a dinâmica social dentro dos grupos de estudantes pode influenciar o seu sucesso académico, o que poderá ajudar a desenvolver intervenções educativas mais eficazes no futuro. Questão de investigação: Qual o impacto que a coesão do grupo tem no desempenho académico dos estudantes do nível da Universidade Técnica Superior? Objetivo: Investigar o impacto que a coesão grupal tem no desempenho acadêmico dos alunos. Metodologia: Foi utilizada uma abordagem quantitativa com escopo correlacional com delineamento quase-experimental, por conveniência, incluindo alunos do terceiro semestre. Foram realizadas medições antes e depois da intervenção para avaliar as mudanças na coesão do grupo e no desempenho acadêmico, aplicando o teste Questionário de Ambiente de Grupo, o instrumento de informação para conhecer o desempenho acadêmico dos alunos, foi a plataforma institucional, LIZARD (matriz), Tecnológica Universidade de Querétaro. Resultados: No grupo intervenção foi encontrada uma correlação positiva baixa a moderada entre a coesão do grupo e o desempenho acadêmico, embora não estatisticamente significativa, enquanto no grupo controle foi observada uma correlação negativa baixa, também não significativa. Conclusões: Mostra-se uma melhoria significativa no desempenho acadêmico do grupo intervenção após a intervenção, embora com maior variabilidade entre os alunos, enquanto o grupo controle experimentou uma diminuição significativa no desempenho; As correlações entre coesão do grupo e desempenho acadêmico em ambos os grupos não foram estatisticamente significativas.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Cohesión grupal]]></kwd>
<kwd lng="es"><![CDATA[rendimiento académico]]></kwd>
<kwd lng="es"><![CDATA[estudiantes universitarios]]></kwd>
<kwd lng="en"><![CDATA[Group cohesion]]></kwd>
<kwd lng="en"><![CDATA[academic performance]]></kwd>
<kwd lng="en"><![CDATA[university students]]></kwd>
<kwd lng="pt"><![CDATA[Coesão grupal]]></kwd>
<kwd lng="pt"><![CDATA[desempenho acadêmico]]></kwd>
<kwd lng="pt"><![CDATA[estudantes universitários]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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