Clinical Trial Details
— Status: Completed
Administrative data
| NCT number |
NCT04105049 |
| Other study ID # |
IN309920 |
| Secondary ID |
|
| Status |
Completed |
| Phase |
|
| First received |
|
| Last updated |
|
| Start date |
August 26, 2019 |
| Est. completion date |
October 31, 2022 |
Study information
| Verified date |
October 2022 |
| Source |
Universidad Nacional Autonoma de Mexico |
| Contact |
n/a |
| Is FDA regulated |
No |
| Health authority |
|
| Study type |
Observational
|
Clinical Trial Summary
Reported studies on individual differences related to academic performance based on
personality aspects describe self-efficiency, motivation and self-control as the main
indicators of academic performance. Students who are motivated tend to have a better academic
performance (AP) than peers with less motivation. On the other hand, differences in the
environment related to academic performance have been linked to social aspects, among which
are: family environment, family socioeconomic status and academic socialization. A constant
factor in aspects of the environment that seems to permeate and impose itself on others is
the socioeconomic one. About the personal factors of medical students, it has been found that
university students who report stress caused by socioeconomic factors are more likely to have
some psychological morbidity. There are certain ways to deal with stress that are related to
better performance. Due to the complexity of the study of AP, it is necessary to develop
holistic models that allow a better approach to reality. The educational research work
related to academic disillusionment has been aimed at determining the factors involved in it.
However, the methodological approach that has been used to document these works focuses on
reductionism, where each variable that is studied and correlated independently with the AP.
Although, this approach has provided valuable information, it is necessary to postulate
holistic models that allow a better approach to reality. Although, there are published works
on the correlation of the factors that can influence the academic performance of medical
students of the Faculty of Medicine of the UNAM, no multivariate predictive models have been
developed that include the main psychosocial factors and the resilience of students and how
they impact academic performance; and also, study their behavior throughout a school year of
the career, using stochastic models that allow characterizing a succession of random
variables that evolve as a function of time. Therefore, the present work has as main purpose
to establish a predictive model that allows predictions of expected academic performance and
timely detection of students in situations of academic risk; and in turn tutorials,
educational guidance, psychological support and / or specialized advice.
Description:
The medical career demands of its students a great dedication and dedication, which for some
can become a problem that leads to an alteration of the state of physical and mental health.
Those who have dedicated themselves to studying academic performance and its impact on mental
health point out that the stress, anxiety and depression experienced by students throughout
the school year are factors that cause poor academic performance (AP). The AP is defined as
the degree to which a student has achieved educational goals satisfactorily. It is usually
measured through tests or continuous evaluations. Individual differences related to academic
performance have been linked to cognitive and personality aspects (non-cognitive skills). In
cognitive aspects, it has been reported that students with a higher IQ and those who have
greater awareness of effort and achievement tend to have high performance in academic
settings. In addition, it has also been suggested that mental curiosity (measured by
intellectual commitment) has an important influence on academic achievement. In relation to
personality aspects, understood as a set of "attitudes, behaviors and strategies" that
promote academic and professional success. It has been reported that academic
self-efficiency, self-control, motivation, expectation and goal-setting theories, emotional
intelligence and determination are non-cognitive skills that provide a better explanation of
AP. Reported studies on individual differences related to academic performance based on
personality aspects describe self-efficiency, motivation and self-control as the main
indicators of academic performance. Self-efficacy is understood as an individual's belief
that he can do something. Stajković and collaborators demonstrated that self-efficacy is one
of the best predictors of academic success. In addition, they reported that emotional
awareness and stability were predictors of self-efficacy; Students who are motivated tend to
have better academic performance than peers with less motivation; and self-control, in the
academic environment, is related to self-discipline, self-regulation, delay of
self-gratification and impulse control. That is, self-control is the ability to prioritize
long-term objectives over the temptation of short-term impulses. On the other hand,
differences in the environment related to academic performance have been linked to social
aspects, among which the following stand out: family environment, family socioeconomic status
and academic socialization. In the family environment it has been described that the quality
of the relationship between parents and students influences the development of academic
self-efficacy, which in turn will contribute to their AP; With regard to family socioeconomic
status it has been reported that students of parents with lower economic incomes lack an
academic environment at home, which influences their academic success. In particular, books
at home have been associated as one of the most influential factors in student performance,
in addition, highly educated parents (who have improved their family income) tend to have
learning environments more stimulants; Academic socialization is understood as the
interaction that the student establishes with classmates and academic-administrative staff,
studies have linked it to the development of extracurricular activities, which have resulted
in positive relationships between students and high performance. academic which includes the
increase of the rates of attendance to classes, greater school commitment, as well as a
decrease in the rates of abandonment and depression or student frustration. Among the most
studied extracurricular activities is physical exercise that has been shown to improve
academic performance in university students, in addition to increasing neuronal activity in
the brain, especially the increase in executive brain functions, such as attention span and
working memory. A constant factor in aspects of the environment and that seems to permeate
and impose itself on others is the socioeconomic one, where it has been described that
academic socialization can be influenced by family socioeconomic status. The socioeconomic
level also impacts education institutions, in the report Coleman concluded that students who
attend a school in which the average socioeconomic level is high enjoy better educational
results compared to one where, the students have a low socioeconomic level. From the
beginning, parents with a higher socioeconomic status can provide students with financial
support and household resources for individual learning.
Regarding the personal factors of medical students, it has been found that university
students who report stress caused by socioeconomic factors are more likely to have some
psychological morbidity. One possible explanation is that the entrance to the university and
the academic difficulties represent a set of stressful situations that can generate a
temporary emotional lack of control in the students. A diagnostic test is applied at the
Faculty of Medicine of the UNAM; in which several areas of conceptual auscultation are
evaluated, it has been shown that the academic background of the baccalaureate play a very
important role in the level of accreditation that is reached in the different subjects of the
medical career. On the other hand, there are certain ways to deal with stress that are
related to better performance. Due to the complexity of the study of AP, it is necessary to
develop holistic models that allow a better approach to reality. Therefore, this work has as
main purpose to establish predictive models that allow predictions of expected academic
performance and timely detection of students in situations of academic risk; and in turn
tutorials, educational guidance, psychological support and / or specialized counseling. In
addition, due to the complex nature of the phenomenon, a qualitative study will be carried
out using phenomenological methodology, which will explore specific social aspects that could
be imperceptible in quantitative tests.
