(507)I'M A DATA ANALYSIS REPEATER. IF I PERSIST, WILL MY ACADEMIC PERFORMANCE BE IMPROVED?

摘要

Knowing what aspects are involved in learning and high academic achievement in subjects that are,typically, linked with high levels of resitting students, have repeatedly guided our efforts. Thus, we takeinto consideration one aspect that have shown to be clearly related to academic achievement: thestudent's strengths. From this perspective, results from studies such as the ones of Kifer (1975),Harris & King (1982), take you to consider the idea that high academic achievement can be influencedby positive personality characteristics. The authors of this work have found statistical significantrelationships between academic achievement and perseverance (Jara, Herrero, Rosel & Pallares,2014), satisfaction with what they are studying, and difficulty expectations within the subject (Jara,Rosel, Herrero & Pallares, 2012).We consider a group of psychology students (N=102)taking the subject called “Data Analysis”. Thedesign divided the students into one of the two conditions: student retaking the subject or not. Wetherefore had two experimental groups. This dichotomous variable joined to the strength of beingperseverant (continuous variable), formed a factorial design with two independent variables(dichotomousXcontinuous)creating an “inter” design paying special attention not as much to the maineffects but to the interaction effect (Ato, Vallejo, Palmer, 2013), from the perspective of regression withinteraction effects (Rosel, Jara & Herrero, in press). This study does the analysis step by step, sincethe formation of the dummy variables to the explanation of how both groups work differently in relationto their academic achievement.The results show a significant interaction within the predictive model that adequately explains andallows us to guide the students who retake the subject in relation to their level of perseverance inorder to gain a successful academic achievement.