Orientation to academic goals, persistence and performance in students of University Initiation Cycle

Abstract

Regional research related with equity in access to higher education assert that the issue has become a challenge for higher education institutions, not only by the that set need for equitable policies but a duty to ensure student persistence and the continuation of studies after entering the institution. In some cases, the quality has been sacrificed at the cost of higher education inclusion, through the expansion of the registration number bypassing traditional tests of selection based on academic skills, and substituting for vocational interest and congitivo characteristics. Product of the need to ensure the quality of education arises Inciciación Cycle University (CIU ) as a program that combines academic skills needed for college and personal aspects considered important to approve and persist. The research was to identify the relationship between academic goals , performance and persistence of students in the CIU at the Universidad Simón Bolívar. They involved 205 students aged between 16 and 19 years. Questionnaire Hayamizu Academic Goals and Weiner ( 1991) and through two multiple regression analysis a positive relationship between extrinsic goals identified character, persistence and performance was applied. We conclude by recognizing the importance of ensuring that the student is interested in learning, not just to improve their performance or stay in the institution, as both goals are necessary and are not exclusive to achieve quality.

Keywords

• metas académicas
• persistencia
• rendimiento
• motivación
• equidad
• acceso