Características intelectuales, psicoemocionales y afectivas de estudiantes de alto rendimiento pertenecientes a liceos prioritarios

Mario Morales Navarro

doi:10.5354/0719-5885.2014.35980

Intellectual, psycho-emotional and affective characteristics of high performance’s students from priority schools | Revista Pedagogía Universitaria y Didáctica del Derecho

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Intellectual, psycho-emotional and affective characteristics of high performance’s students from priority schools

Authors

Mario Morales Navarro Universidad de Santiago de Chile

Vol. 1 No. 2 (2014)

https://doi.org/10.5354/0719-5885.2014.35980

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Abstract

The paper presents results of a study, which considered students with good performance from four priority schools characterized by low PSU scores, high absenteeism of teachers and students, and drug use. The focus of this research was to determine whether there were differences in intellectual ability, self-esteem, resilience and psychological well-being among high performance students and those ones within the group of the average or low performance. In order to achieve this goal, various standardized tests were applied as level of resilience and self-esteem scale. Results indicate a high correlation between school performance and intellectual performance, but there were no differences between self-esteem and resilience variables.

Keywords:

School performance , priority schools , psycho-affective features

Author Biography

Mario Morales Navarro, Universidad de Santiago de Chile

Doctor en Educación. Universidad de Santiago. Chile. Correo electrónico mario.morales@usach.cl

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How to Cite

Morales Navarro, M. (2015). Intellectual, psycho-emotional and affective characteristics of high performance’s students from priority schools. Revista Pedagogía Universitaria Y Didáctica Del Derecho, 1(2), Pág. 48 – 56. https://doi.org/10.5354/0719-5885.2014.35980