Asertividad y rendimiento académico en estudiantes de la facultad de ciencias administrativas de la Universidad Nacional de Piura

Abstract

espanolLa presente investigacion tuvo por objetivo determinar la relacion existente entre asertividad y rendimiento academico de los estudiantes de la Facultad de Ciencias Administrativas de la Universidad nacional de Piura, segun la edad y sexo. Se examino la asociacion o ligacion entre la capacidad de comunicacion asertiva del alumno y su rendimiento academico.Tiene un enfoque cuantitativo, diseno no experimental, de alcance descriptivo-correlacional, con recojo de informacion transversal. Para medir la asertividad se uso el inventario de asertividad adaptado de Rathus (1973), que analiza el problema dela medicion de la asertividad, a traves de 30 items. La variable rendimiento academico esta representada por el promedio ponderado acumulado (PPA). Para el analisis estadistico principal, se uso el metodo del Producto Momento de Pearson. Para el analisis especifico, se utilizo la estadistica descriptiva, presentando comparaciones cuantitativas y cualitativas. Intervienen 69 alumnos promocionales al 2017 - I (Noveno, ingresantes en 2013-I). El estudio concluye que el rendimiento academico no se asocia significativamente con la asertividad de los estudiantes. Segun el sexo, tampoco hay relacion significativa entre asertividad y rendimiento academico. El estudio encuentra relacion significativa en los estudiantes que tienen de 22 a 23 anos EnglishThe present research aimed to determine the relationship between assertiveness and academic performance among students of the Faculty of Administrative Sciences of the National University of Piura, according to age and sex. The association or link between the student s assertive communication ability and his/her academic performance was examined. It had a quantitative approach, non-experimental design,descriptive-correlationalscope,withcollectionoftransversalinformation.Tomeasure assertiveness, the assertiveness inventory adapted from Rathus (1973), which analyses the problem of measuring assertiveness through 30 items was used. The variable academic performance was represented by the accumulated weighted average (AWA). For the main statistical analysis, the Pearson's Product Moment method was used. For the specific analysis, the descriptive statistics was used, presenting quantitative and qualitative comparisons. There were 69 promotional students as of 2017 - I (Ninth cycle, incoming in 2013-I). The study concluded that academic performance is not significantly associated with student assertiveness. According to gender, there is also no significant relationship between assertiveness and academic performance. The study finds a significant relationship in students who are 22 to 23 years old.