HÁBITOS DE VIDA SALUDABLES Y RENDIMIENTO ESCOLAR EN ESTUDIANTES UNIVERSITARIOS
It is unquestionable that good behaviors regarding health have benefits, some very tangible and others not so clear. Healthy living habits (HVS) must be acquired within the family framework, but they must be reinforced and promoted in the school setting. Generally, this is done in primary and second...
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Facultad de Humanidades y Artes de la Universidad Nacional de Rosario
2020
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| Acceso en línea: | https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/544 |
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I15-R208-article-544 |
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ojs |
| institution |
Universidad Nacional de Rosario |
| institution_str |
I-15 |
| repository_str |
R-208 |
| container_title_str |
Revista de la Escuela de Ciencias de la Educación |
| language |
Español |
| format |
Artículo revista |
| topic |
Actividad física Educación superior Hábitos alimentarios Modelación de regresión Rendimiento académico Academic performance Dietary habits Higher education Physical activity Regression modeling |
| spellingShingle |
Actividad física Educación superior Hábitos alimentarios Modelación de regresión Rendimiento académico Academic performance Dietary habits Higher education Physical activity Regression modeling Ojeda Ramírez, Mario Miguel Muñoz León, José Juan Menéndez Acuña, Ernesto Pedro HÁBITOS DE VIDA SALUDABLES Y RENDIMIENTO ESCOLAR EN ESTUDIANTES UNIVERSITARIOS |
| topic_facet |
Actividad física Educación superior Hábitos alimentarios Modelación de regresión Rendimiento académico Academic performance Dietary habits Higher education Physical activity Regression modeling |
| author |
Ojeda Ramírez, Mario Miguel Muñoz León, José Juan Menéndez Acuña, Ernesto Pedro |
| author_facet |
Ojeda Ramírez, Mario Miguel Muñoz León, José Juan Menéndez Acuña, Ernesto Pedro |
| author_sort |
Ojeda Ramírez, Mario Miguel |
| title |
HÁBITOS DE VIDA SALUDABLES Y RENDIMIENTO ESCOLAR EN ESTUDIANTES UNIVERSITARIOS |
| title_short |
HÁBITOS DE VIDA SALUDABLES Y RENDIMIENTO ESCOLAR EN ESTUDIANTES UNIVERSITARIOS |
| title_full |
HÁBITOS DE VIDA SALUDABLES Y RENDIMIENTO ESCOLAR EN ESTUDIANTES UNIVERSITARIOS |
| title_fullStr |
HÁBITOS DE VIDA SALUDABLES Y RENDIMIENTO ESCOLAR EN ESTUDIANTES UNIVERSITARIOS |
| title_full_unstemmed |
HÁBITOS DE VIDA SALUDABLES Y RENDIMIENTO ESCOLAR EN ESTUDIANTES UNIVERSITARIOS |
| title_sort |
hábitos de vida saludables y rendimiento escolar en estudiantes universitarios |
| description |
It is unquestionable that good behaviors regarding health have benefits, some very tangible and others not so clear. Healthy living habits (HVS) must be acquired within the family framework, but they must be reinforced and promoted in the school setting. Generally, this is done in primary and secondary education. However, there is evidence that in higher education HVS are not practiced in the best way. It has been pointed out that the latter can impact on academic performance. This study presents the modeling of school performance dependent on healthy lifestyle habits (HVS) -feeding (A), physical activity and exercise (AE), stress management (ME), interpersonal support (AI), self-realization (AU) and responsibility in health (RS)-considering the influence of sex and the level of advance in the studies. An adaptation of the Walker, Sechrist & Pender test (1987) was used to measure the HVS. A sample was obtained by student fees from the careers of Statistics, Economics, Geography, Networks and Services of Computation, Software Engineering, and Computational Technologies, guaranteeing equivalent representation of sex (M = male and F = female) and level of advancement in the educational program (I = initial and A = advanced). The school performance data was obtained from the record of grades; the general average was taken. The HVS were compared with no differences between educational programs. An HVS index was constructed and interpreted through the principal component technique and a simple regression model was postulated and adjusted for each group in the interaction of sex and advancement level. The results show that school performance is dependent on HVS when considering a grouping of students by sex and level of advancement in the educational program. |
| publisher |
Facultad de Humanidades y Artes de la Universidad Nacional de Rosario |
| publishDate |
2020 |
| url |
https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/544 |
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2023-05-11T18:48:14Z |
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2023-05-11T18:48:14Z |
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I15-R208-article-5442021-03-31T11:54:06Z HÁBITOS DE VIDA SALUDABLES Y RENDIMIENTO ESCOLAR EN ESTUDIANTES UNIVERSITARIOS Ojeda Ramírez, Mario Miguel Muñoz León, José Juan Menéndez Acuña, Ernesto Pedro Actividad física Educación superior Hábitos alimentarios Modelación de regresión Rendimiento académico Academic performance Dietary habits Higher education Physical activity Regression modeling It is unquestionable that good behaviors regarding health have benefits, some very tangible and others not so clear. Healthy living habits (HVS) must be acquired within the family framework, but they must be reinforced and promoted in the school setting. Generally, this is done in primary and secondary education. However, there is evidence that in higher education HVS are not practiced in the best way. It has been pointed out that the latter can impact on academic performance. This study presents the modeling of school performance dependent on healthy lifestyle habits (HVS) -feeding (A), physical activity and exercise (AE), stress management (ME), interpersonal support (AI), self-realization (AU) and responsibility in health (RS)-considering the influence of sex and the level of advance in the studies. An adaptation of the Walker, Sechrist & Pender test (1987) was used to measure the HVS. A sample was obtained by student fees from the careers of Statistics, Economics, Geography, Networks and Services of Computation, Software Engineering, and Computational Technologies, guaranteeing equivalent representation of sex (M = male and F = female) and level of advancement in the educational program (I = initial and A = advanced). The school performance data was obtained from the record of grades; the general average was taken. The HVS were compared with no differences between educational programs. An HVS index was constructed and interpreted through the principal component technique and a simple regression model was postulated and adjusted for each group in the interaction of sex and advancement level. The results show that school performance is dependent on HVS when considering a grouping of students by sex and level of advancement in the educational program. Es incuestionable que los buenos comportamientos respecto a la salud tienen beneficios, algunos muy tangibles y otros no tan claros. Los hábitos de vida saludables (HVS) se deben adquirir en el marco de la familia, pero se deben reforzar y promover en el ámbito escolar. Generalmente esto se realiza en la educación primaria y secundaria. No obstante, se tiene evidencia que en la educación superior los HVS no se practican de la mejor forma. Se ha señalado que esto último puede impactar en el rendimiento académico. En este estudio se presenta la modelación del rendimiento escolar dependiente de los hábitos de vida saludables (HVS) --alimentación (A), actividad física y ejercicio (AE), manejo del estrés (ME), apoyo interpersonal (AI), autorrealización (AU) y responsabilidad en salud (RS)-- considerando la influencia del sexo y el nivel de avance en los estudios. Para la medición de los HVS se utilizó una adaptación de la prueba de Walker, Sechrist & Pender (1987). Se obtuvo una muestra por cuotas de estudiantes de las carreras de Estadística, Economía, Geografía, Redes y Servicios de Computo, Ingeniería de Software, y Tecnologías Computacionales, garantizando representatividad equivalente de sexo (M=masculino y F=femenino) y nivel de avance en el programa educativo (I=inicial y A=avanzado). Los datos de rendimiento escolar se obtuvieron del registro de calificaciones; se tomó el promedio general. Se compararon los HVS no encontrándose diferencias entre programas educativos. Se construyó e interpretó un índice de HVS a través de la técnica de componentes principales y se postuló y ajustó un modelo de regresión simple para cada grupo en la interacción de sexo y nivel de avance. Los resultados muestran que el rendimiento escolar tiene una dependencia de los HVS al considerar una agrupación de los estudiantes por sexo y nivel de avance en el programa educativo. Facultad de Humanidades y Artes de la Universidad Nacional de Rosario 2020-12-27 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/544 10.35305/rece.v2i15.544 Revista de la Escuela de Ciencias de la Educación; Vol. 2 Núm. 15 (2020); 34-44 2362-3349 spa https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/544/354 https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/544/541 Derechos de autor 2020 Revista de la Escuela de Ciencias de la Educación https://creativecommons.org/licenses/by-nc-sa/4.0 |