Estrategias para motivar a los estudiantes a participar en actividades académicas y educativas complementarias para mejorar sus competencias
Palabras clave:
educación, gestión, contexto sociocultural, gestión de la innovación, sistema
Resumen
Este estudio explora el nexo entre la participación de los estudiantes universitarios en actividades académicas y extracurriculares y el desarrollo de sus habilidades de pensamiento crítico. Investiga la posible correlación entre la participación de los estudiantes en actividades extracurriculares y su competencia en los esfuerzos de equipo colaborativo dentro del entorno universitario. Además, la investigación busca determinar si existe un vínculo entre la participación académica y la finalización puntual de los programas de pregrado. El artículo también profundiza en la aplicación de las teorías del compromiso estudiantil en la educación superior para comprender estas relaciones, haciendo referencias comparativas al marco educativo en los Estados Unidos.
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Citas
Arum, R. & Roksa, J. (2011). Academically Adrift: Limited learning on college campuses. Chicago, University of Chicago Press.
Astin, A. (1984). Student involvement: a developmental theory for higher education. Journal of College Student Personnel, 25(4), 297–308.
Astin, A.W. (1993). What Matters in College? Four Critical Years Revisited. Vol. San Francisco: Jossey-Bass.
Axelson, R. D., & Flick, A. (2011). Defining student engagement. Change, 31(1), 38–43.
Bers, T.H., & Smith, K.E. (1991). Persistence of community college students: the influence of student intent and academic and social integration. Research in Higher Education, 32, 539–556.
Chesnut, C. E., Hitchcock, J. H. & Onwuegbuzie, A. J. (2018). Using Mixed Methods to Inform Education Policy Research. In: Complementary Research Methods for Educational Leadership and Policy Studies, edited by Chad R. Lochmiller, 307–24. Cham: Springer International Publishing.
Chia, Y.M. (2005). Job offers of multi-national accounting firms: The effects of emotional intelligence, extra-curricular activities, and academic performance. Accounting Education, 14, 75–93.
Cole, M. S., Rubin, R. S., Field, H. S. & Giles, W. F. (2007). Recruiters’ Perceptions and Use of Applicant Resume Information: Screening the Recent Graduate. Applied Psychology, 56(2), 319–343.
Creswell, J. W. (2014). Research design: qualitative, quantitative, and mixed methods approaches / John W. Creswell. — 4th ed. Thousand Oaks, CA: Sage.
Douglass, J. A., Thomson, G. & Zhao, C.-M. (2012). The learning outcomes race: the value of self- reported gains in large research universities. Higher Education, 64, 317–335.
Epstein, J., Santob, R.M., & Guillemina, F. (2015). A review of guidelines for cross-cultural adaptation of questionnaires could not bring out a consensus. Journal of Clinical Epidemiology, 68, 435–441.
Foreman, E. A. & Retallick, M. S. (2012). Undergraduate involvement in extracurricular activities and leadership development in College of Agriculture and Life Sciences Students. Journal of Agricultural Education, 53, 111, doi:10.5032/jae.2012.03111
Fredricks, J.A., Filsecker, M., & Lawson, M.A. (2016). Student engagement, context, and adjustment: Addressing definitional, measurement, and methodological issues. Learning and Instruction, 43, 1–4.
Hand, J., Betters, C., McKenzie, M., & Gopalan, H. (2011). Increasing Academic Engagement at HBCU’s Through the Implementation of an Undergraduate Research Showcase. Mountain Rise, 6(3), 1–13.
Harvey, L., Drew, S. & Smith, M. (2006). The First-Year Experience: A review of literature for the Higher Education Academy (York, Higher Education Academy).
Kilgo, C. A., Sheets, J. K. E., & Pascarella, E. T. (2015). The Link between High- Impact Practices and Student Learning: Some Longitudinal Evidence. Higher Education, 69(4), 509–525.
Kim, J. & Bastedo, M. N. (2016). Athletics, clubs, or music? The influence of college extracurricular activities on job prestige and satisfaction. Journal of Education and Work, 249–269. DOI: 10.1080/13639080.2016.1165341
Kuh, G. D. (2008). High-impact educational practices: What they are, who has access to them, and why they matter. Washington, DC: American Association of Colleges and Universities.
Kuh, G. D. (2009). What student affairs professionals need to know about student engagement. Journal of college student development, 50(6), 683–706.
Kuh, G.D., Cruce, T. M., Shoup, R., Kinzie, J. & Gonyea, R.M. (2008). Unmasking the Effects of Student Engagement on First-Year College Grades and Persistence. The Journal of Higher Education, 79 (5), 540–563.
Astin, A. (1984). Student involvement: a developmental theory for higher education. Journal of College Student Personnel, 25(4), 297–308.
Astin, A.W. (1993). What Matters in College? Four Critical Years Revisited. Vol. San Francisco: Jossey-Bass.
Axelson, R. D., & Flick, A. (2011). Defining student engagement. Change, 31(1), 38–43.
Bers, T.H., & Smith, K.E. (1991). Persistence of community college students: the influence of student intent and academic and social integration. Research in Higher Education, 32, 539–556.
Chesnut, C. E., Hitchcock, J. H. & Onwuegbuzie, A. J. (2018). Using Mixed Methods to Inform Education Policy Research. In: Complementary Research Methods for Educational Leadership and Policy Studies, edited by Chad R. Lochmiller, 307–24. Cham: Springer International Publishing.
Chia, Y.M. (2005). Job offers of multi-national accounting firms: The effects of emotional intelligence, extra-curricular activities, and academic performance. Accounting Education, 14, 75–93.
Cole, M. S., Rubin, R. S., Field, H. S. & Giles, W. F. (2007). Recruiters’ Perceptions and Use of Applicant Resume Information: Screening the Recent Graduate. Applied Psychology, 56(2), 319–343.
Creswell, J. W. (2014). Research design: qualitative, quantitative, and mixed methods approaches / John W. Creswell. — 4th ed. Thousand Oaks, CA: Sage.
Douglass, J. A., Thomson, G. & Zhao, C.-M. (2012). The learning outcomes race: the value of self- reported gains in large research universities. Higher Education, 64, 317–335.
Epstein, J., Santob, R.M., & Guillemina, F. (2015). A review of guidelines for cross-cultural adaptation of questionnaires could not bring out a consensus. Journal of Clinical Epidemiology, 68, 435–441.
Foreman, E. A. & Retallick, M. S. (2012). Undergraduate involvement in extracurricular activities and leadership development in College of Agriculture and Life Sciences Students. Journal of Agricultural Education, 53, 111, doi:10.5032/jae.2012.03111
Fredricks, J.A., Filsecker, M., & Lawson, M.A. (2016). Student engagement, context, and adjustment: Addressing definitional, measurement, and methodological issues. Learning and Instruction, 43, 1–4.
Hand, J., Betters, C., McKenzie, M., & Gopalan, H. (2011). Increasing Academic Engagement at HBCU’s Through the Implementation of an Undergraduate Research Showcase. Mountain Rise, 6(3), 1–13.
Harvey, L., Drew, S. & Smith, M. (2006). The First-Year Experience: A review of literature for the Higher Education Academy (York, Higher Education Academy).
Kilgo, C. A., Sheets, J. K. E., & Pascarella, E. T. (2015). The Link between High- Impact Practices and Student Learning: Some Longitudinal Evidence. Higher Education, 69(4), 509–525.
Kim, J. & Bastedo, M. N. (2016). Athletics, clubs, or music? The influence of college extracurricular activities on job prestige and satisfaction. Journal of Education and Work, 249–269. DOI: 10.1080/13639080.2016.1165341
Kuh, G. D. (2008). High-impact educational practices: What they are, who has access to them, and why they matter. Washington, DC: American Association of Colleges and Universities.
Kuh, G. D. (2009). What student affairs professionals need to know about student engagement. Journal of college student development, 50(6), 683–706.
Kuh, G.D., Cruce, T. M., Shoup, R., Kinzie, J. & Gonyea, R.M. (2008). Unmasking the Effects of Student Engagement on First-Year College Grades and Persistence. The Journal of Higher Education, 79 (5), 540–563.
Publicado
2024-05-09
Cómo citar
Rybalko, P., Lebedyk, L., Dudko, S., Strelnikov, V., & Khomenko, L. (2024). Estrategias para motivar a los estudiantes a participar en actividades académicas y educativas complementarias para mejorar sus competencias. Interacción Y Perspectiva, 14(3), 830-838. https://doi.org/10.5281/zenodo.11205570
Sección
Artículos de Investigación
