Factores asociados al rendimiento académico en estudiantes universitarios latinoamericanos: una revisión sistemática.

Abstract

Introduction: Scientific literature defines academic performance as the level of knowledge or success evidenced by a student in their area of study. It’s assessed through a quantitative or qualitative measure such as grade, point average or through standardized tests. Many of these are associated with various sociodemographic, psychological, biological factors, habits, behaviors, among others. Objective: Establish the factors that affect the academic performance of Latin American university students. Methods and materials: A systematic review was carried out in which 201 articles were analyzed by electronic search in databases. After the analysis, 110 articles were selected that met the inclusion criteria. Results: The countries that contributed the most studies to this review were Brazil (n = 32), followed by Mexico (n = 21) and Colombia (n = 15). According to the studies consulted, the most widely used method to establish academic performance was the grade point average (45.60%), followed by aptitude tests (17.60%). Regarding academic performance, the factors related to the development of classes (n = 53), socioeconomic (n = 44), motivational (n = 33) and related to study habits (n = 20) were the most frequent in the studies analyzed. Conclusions: The results of this review confirm that there is a varied list of aspects that are associated with academic performance. Aspects related to the methodology used in the classes, their duration, the resources used, as well as socioeconomic and motivational factors and those related to study habits were the most frequent in the scientific literature consulted.