Donoso González Macarena, Talavera-Velasco Beatriz, Uceda Gutiérrez Sara
Departamento de Educación, Universidad Nebrija, Madrid, Spain; Centro de CienciaCognitiva - C3, Universidad Nebrija, Madrid, Spain.
Departamento de Educación, Universidad Nebrija, Madrid, Spain.
Physiol Behav. 2020 Oct 1;224:113054. doi: 10.1016/j.physbeh.2020.113054. Epub 2020 Jul 7.
Conventionally, engagement has been portrayed as an opposing construct to burnout and academic stress, and has been positively related to performance in the educational environment; nevertheless, few studies include at the same time both of these in addition to the time perspective of individuals. The purpose of this investigation is to analyse the construct of engagement and time perspective factors associated with academic performance. To this effect, a cross-sectional study was performed in which 298 postgraduate university students participated and multiple regression analyses were performed. From the selected independent variables, three were identified as statistically significant in the final model. Results show that gender, time perspective oriented towards the future and engagement are associated to the average score of the student's academic record. Consequently, it becomes necessary to consider the future time dimension as well as engagement to promote improvement of the university system and access to teaching professions.
传统上，投入被描述为与职业倦怠和学业压力相对的概念，并且与教育环境中的表现呈正相关；然而，很少有研究同时纳入这两个因素以及个体的时间视角。本调查的目的是分析投入的概念以及与学业成绩相关的时间视角因素。为此，进行了一项横断面研究，有298名研究生参与，并进行了多元回归分析。从选定的自变量中，最终模型确定了三个具有统计学意义的变量。结果表明，性别、面向未来的时间视角和投入与学生学业成绩的平均分相关。因此，有必要考虑未来时间维度以及投入，以促进大学系统的改进和进入教学职业的机会。
