Resumo

PENDONES FERNANDEZ, José Ángel; FLORES RAMIREZ, Yolanda; ESPINO OLIVAS, Germán  e  DURAN NUNEZ, Félix Arnoldo. Self-concept, self-esteem, motivation and its influence on academic performance. Case: students of the public accounting program. RIDE. Rev. Iberoam. Investig. Desarro. Educ [online]. 2021, vol.12, n.23, e015.  Epub 14-Fev-2022. ISSN 2007-7467.  https://doi.org/10.23913/ride.v12i23.1008.

The purpose of this study is to analyze whether psychosocial factors influence academic performance, since there is a very high dropout and failure rate at the higher education level. The unit of analysis were the students of the Public Accountant Program to whom a three scales survey with an acceptable validity coefficient was applied. With the information obtained, a matrix was generated to observe if there are statistically significant differences between men and women. Academic performance was identified as a dependent variable, taking as a criterion a level of statistical significance p < 0.05, using the student's “t” test for two independent samples. The results show that in women there is a greater influence of the factors: motivation, self-esteem and self-concept; As for men, the factor with the greatest influence is self-esteem, the lower scores they obtain in these areas, the lower their academic performance. An equation was also obtained through a regression model to estimate the response variable academic performance, supported by the self-concept predictor variable. Conclusion: with the measurement it is determined that self-esteem, self-concept and motivation are factors that are interrelated in the learning process, students who have psychological strength have a higher academic performance.

Palavras-chave : academic performance; identity; motivation; personality; psychology.

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