Actitudes y componentes de la tutoría y acción tutorial y su influencia en la mejora del desempeño académico

Jorge Expósito-López; Ramón Chacón-Cuberos; Fátima Zahra-Rakdani; Jennifer Serrano-García

doi:10.30827/relieve.v29i1.27360

Authors

Jorge Expósito-López University of Granada https://orcid.org/0000-0001-9076-0377
Ramón Chacón-Cuberos Univrsity of Granada https://orcid.org/0000-0003-0937-1089
Fátima Zahra-Rakdani University of Granada https://orcid.org/0000-0002-6302-163X
Jennifer Serrano-García University of Granada https://orcid.org/0000-0002-2881-0131

DOI:

https://doi.org/10.30827/relieve.v29i1.27360

Keywords:

Tutoring, self-esteem, learning strategies, social intelligence, academic performance

Agencies: Excellence Project. Andalusian Regional Government. Call 2021. Project code: ProyExcel_00104. Title of the project: Interactive communities and hybrid learning environments that facilitate guidance and tutorial action for vulnerable young people in Andalusian ERACIS areas., University Teacher Training (FPU20/04914), Funding MCIN/AEI/ 10.13039/501100011033 “FSE Invierte en tu futuro” “Unión Europea NextGenerationEU/PRTR”.

Abstract

The dynamics of student guidance and tutoring are some of the most important elements that define the new pedagogical and teaching models that are required according to the quality parameters of current education. In order to verify the relationships in these actions and some variables with which they are related, such as the roles and attitudes that students play in them and their influence on such central aspects as their academic performance potential. An empirical, cross-sectional, ex post facto study was carried out on 358 emerging adults, employing four standardised instruments for data collection, using IBM AMOS® software for analysis by means of a Structural Equation Model (SEM). The results show a positive association between the internal dimensions of attitude towards mentoring, self-regulation of effort, social skills and academic performance development. This confirms the importance of tutoring actions in current education and raises the need for more extensive studies that establish the relationships between tutoring components, aspects of students' personal development and their learning outcomes through studies that consider the use of measurable and evaluable variables.

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Author Biographies

Jorge Expósito-López, University of Granada

Professor and Director of the Department of Research Methods and Diagnosis in Education at the University of Granada. He has taught at all levels of education from Early Childhood Education to postgraduate level in Spain, as well as in several Latin American and European countries, giving him a rich experience and a broad perspective of education and student learning.

She has actively participated in national and international congresses and forums, especially those related to her main topics of work and research, such as guidance and tutorial action.

Ramón Chacón-Cuberos, Univrsity of Granada

PhD in Educational Sciences and lecturer in the Department of Research Methods and Diagnosis in Education at the University of Granada. His research activity is focused on different educational contexts, with special emphasis on adolescence and emerging adulthood. Specifically, he focuses on the study of positive psychology and well-being as determinants of academic performance, topics on which he has developed dozens of publications in indexed journals and numerous contributions to national and international conferences.

Fátima Zahra-Rakdani, University of Granada

Graduate in Primary Education from the University of Granada with mention in Deepening the Basic Curriculum (2017-2021) and Master in Research and Innovation in Curriculum and Training (2021-2022) from the University of Granada. Current student of the Master in Psychoeducational Intervention (2022-2023) and PhD student in Educational Sciences (Diagnosis, Evaluation and Psychoeducational Intervention) at the University of Granada. She obtained a research initiation grant to work in the Department of Research Methods and Diagnosis in Education (2020-2021) and a collaboration grant in the Department of Didactics and School Organisation (2021-2022) at the University of Granada. Her research focuses on vulnerable young people, context transformation, hybrid models, guidance and tutorial action.

Jennifer Serrano-García, University of Granada

Graduate in Primary Education, specialising in Physical Education. Master's Degree in Research in Physical Activity and Sport and Psychopedagogical Intervention at the University of Granada. She obtained a FPU Predoctoral Contract (FPU20/04914) and is currently a doctoral candidate in the Doctoral Programme in Educational Sciences, in the line of Diagnosis, Evaluation and Psychoeducational Intervention and lecturer in the Department of Research Methods and Diagnosis in Education at the University of Granada. She actively participates in conferences, national and international conferences, as well as has several publications in book chapters with quality index SPI, Q1 focusing her interest in vulnerable groups, emerging pedagogical models, tutorial action and guidance, current teacher training.

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