Browsing by Subject "Academic failure"

Now showing 1 - 2 of 2
  • Thumbnail Image
    Publication
    Open Access
    Competencias básicas y procesos perceptivos: factores claves en la formación y orientación de los jóvenes en riesgo de exclusión educativa y sociolaboral
    (Universidad de Murcia. Servicio de Publicaciones, 2014-06-12) Olmos Rueda, Patricia
    This research suggests improvements in guidance processes and initial vocational training of young people between 15-21 years old that are at risk of educational, social and labour exclusion, drawing on the needs emanating from the findings. The present study is based on a comparative analysis of the self-perception of the mastery of key competencies of 228 young people involved in 18 training programmes in the surrounding area of Barcelona, Spain, and others' perceptions on the matter (16 tutors and 9 entrepreneurs). The results show differences between the perceptions of the two groups of participants. Based on the findings, an interrelated model of key skills was designed. In this model, linguistic competence, learning to learn competence, social-citizenship competence and labour competence become the axis that articulate the connections between competencies. Likewise, this model sets training guidelines within these training programmes.
  • Thumbnail Image
    Publication
    Open Access
    Identifying students at risk to academic dropout in Higher Education
    (MDPI, 2021-08-12) Palazón Perez de los Cobos, Alfonso; Gómez Gallego, Juan Cándido; Gómez Gallego, María; Economía Aplicada
    Abstract: A main goal of the university institution should be to reduce the desertion of its students, in fact, the dropout rate constitutes a basic indicator in the accreditation processes of university centers. Thus, evaluating the cognitive functions and learning skills of students with an increased risk of academic failure can be useful for the adoption of strategies for preventing and reducing school dropout. In this research, cognitive functions and learning skills in 284 university students were evaluated. Academic performance predictors were identified, and conglomerates analysis was carried out to establish groups according to those variables. The stability and validity of the conglomerates were tested with discriminant analyzes and comparison tests. The variables associated significantly to academic performance were: attention, intelligence, motivation, metacognition and affective components. The conglomerate analysis suggested a three-group solution: (1) students with cognitive skills of moderate to high, but deficient learning strategies; (2) students with cognitive and learning capabilities of moderate to high; (3) students with cognitive functions low and moderate learning capacity. Students from groups 1 and 3 showed worse academic performance; 83.3% of students at risk of desertion belonged to such groups. Two groups of students have been identified with the highest risk of academic failure: those with poor cognitive capacity and those with bad learning skills.