Examinando por Autor "Flores Lezama, Tomy Carlos"

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Acceso abierto
Estrategias de aprendizaje y afrontamiento al estrés en el desempeño académico de alumnos universitarios en situación de confinamiento social en la ciudad de Lima
(Universidad Privada Norbert Wiener, 2022-05-24) Flores Lezama, Tomy Carlos; Huaita Acha, Delsi Mariela
In the current global pandemic situation, our context has been affected in all its dimensions, the academic one being one of those that has suffered the greatest imbalances and changes. The present study will have as general objective to determine the influence of learning strategies and coping with stress on the academic performance of the students of the psychology school of a private university in the city of Lima. The type of study is quantitative, basic, correlational, transversal. The sampling will be non-probabilistic (intentional). The instruments are the Learning Strategies Test (ACRA), Sánchez and Gallego (1994) and the Coping with Stress Questionnaire (COPE) designed by Carver et. Al in 1989, both validated tests and record sheet of academic performance. The sample will be made up of 179 students of both sexes belonging to the school of psychology of the private university of the city of Lima.
Acceso abierto
Hábitos de estudio y rendimiento académico en estudiantes de primer año de estudios de facultades de la Universidad Científica del Sur
(Universidad Privada Norbert Wiener, 2018-09-09) Flores Lezama, Tomy Carlos; Sanchez Aguirre, Flor de Maria
This study aims to establish the relation between the study habits and the academic performance within freshmen of the Universidad Científica del Sur (UCSUR). A descriptive and correlational method and design were applied. The sample was composed of 80 students of the majors: Marine Biology, Odontology, Environmental Engineering, Human Medicine, Nutrition and Psychology men and women, studying night shift. The study habits inventory CASM 85-R 2010 by Vicuña Peri was used. The second variable had to be designed for being validated then by three (03) professionals. No significant statistical relation as result between the study habits and academic performance was found. The RHO Spearman correlation reaches value of 0.13. Regarding the method of study, the RHO Spearman correlation reaches 0.12. In the anylisis of the method for doing homework, the RHO Spearman correlation reaches 0.16, which means there is a direct but no significant statistical relation. In matters of preparing for exams, the RHO Spearman correlation reaches 0.20, which means there is a direct or positive but no siginficant statistical correlation. Regarding the method of paying attention to classes, the RHO Spearman correlation reaches 0.11 m, which means there is a direct or positive but no siginficant statistical correlation. Finally, for the factor of what the students do when studying, the RHO Spearman correlation reaches 0.05 m, which means there is no siginficant statistical correlation.