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dc.contributor.author
Aparicio, Miriam Teresita
dc.date.available
2018-09-19T15:46:54Z
dc.date.issued
2016-04
dc.identifier.citation
Aparicio, Miriam Teresita; Barriers to Learning, Achievement, Institutional Identities and Professionalization; Copyright European Journal of Social Sciences; European Journal of Social Sciences Education and Research; 6; 1; 4-2016; 78-87
dc.identifier.issn
2312-8429
dc.identifier.uri
http://hdl.handle.net/11336/60218
dc.description.abstract
This study is part of the broader research program on University Quality Assessment. The aim was to go deep into the causesfor delay in finishing studies in Argentina. This brings about a problem at the institutional and personal levels (disappointment,depression, frustration,?). In 1995 the Department of University Polices called for a contest to analyze the Causes forDropout, and we won it. It had been preceded by another project (still in progress) dealing with graduates from differentfaculties. The combination of different factors (basic, personal, occupational, structural, institutional and psychosocial ones),concerning the 20 years of the UNCuyo and 6 Faculties/Study Courses (1987-2004; N 299 individuals) gradually showedwhich factors predicted different achievement levels, as well as the strongest underlying reasons of the individuals? coursesof action. The quantitative-qualitative method was applied. In this paper, we focus on a motivational factor: Fear of Failure;one of the predictive ones for delay along with others, as it showed differentiated profiles according to Academic Units andCourses of Studies (Disciplinary and institutional identities). The results are very relevant within a context in which delay instudies is quite evident. The intervention and support systems and Professionalization to improve University Quality and thestudents? personal and professional achievement are necessary. Then, Performance, Identities and Professionalizationcomprise macroanalysis (national policies), mesoanalysis (questions differentiated as Academic Units), and microanalysis(individuals who are affected in their personal health and self-fulfillment due to the lack of non-disciplinary programs).
dc.format
application/pdf
dc.language.iso
eng
dc.publisher
Copyright European Journal of Social Sciences
dc.rights
info:eu-repo/semantics/openAccess
dc.rights.uri
https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
dc.subject
Psychology
dc.subject
Barriers to Learning
dc.subject
Researches on Psychology Of Education
dc.subject
Health
dc.subject.classification
Psicología
dc.subject.classification
Psicología
dc.subject.classification
CIENCIAS SOCIALES
dc.title
Barriers to Learning, Achievement, Institutional Identities and Professionalization
dc.type
info:eu-repo/semantics/article
dc.type
info:ar-repo/semantics/artículo
dc.type
info:eu-repo/semantics/publishedVersion
dc.date.updated
2018-09-14T14:16:38Z
dc.journal.volume
6
dc.journal.number
1
dc.journal.pagination
78-87
dc.journal.pais
Seychelles
dc.journal.ciudad
Victoria
dc.description.fil
Fil: Aparicio, Miriam Teresita. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad Nacional de Cuyo; Argentina
dc.journal.title
European Journal of Social Sciences Education and Research
dc.relation.alternativeid
info:eu-repo/semantics/altIdentifier/doi/https://dx.doi.org/10.26417/ejser.v6i1.p78-87
dc.relation.alternativeid
info:eu-repo/semantics/altIdentifier/url/http://journals.euser.org/index.php/ejser/article/view/833
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