Blanca Garcia - Academia.edu (original) (raw)
Papers by Blanca Garcia
International Journal of Human Sciences Research, 2023
All content in this magazine is licensed under a Creative Commons Attribution License. Attributio... more All content in this magazine is licensed under a Creative Commons Attribution License. Attribution-Non-Commercial-Non-Derivatives 4.0 International (CC BY-NC-ND 4.0).
ASRI. Arte y Sociedad. Revista de investigación en Arte y Humanidades Digitales, 2023
El objetivo fue identificar el sentido pedagógico de las disciplinas artísticas escénicas y visua... more El objetivo fue identificar el sentido pedagógico
de las disciplinas artísticas escénicas y visuales en
los artistas que las profesan, así como el
aprendizaje obtenido de éstas y la manera en
que lo transfieren a su cotidianeidad. El sentido
pedagógico se construyó a partir de cuatro
atributos sustanciales: epistemológico, heurístico,
hermenéutico y ontológico. Se realizó un análisis
cualitativo con treinta y dos participantes
quienes afirmaron que existe un aprendizaje que
les permite llegar a formarse como personas y a
vivir su propia realidad. Los hallazgos indican que
además de los saberes que se alcanzan al
estudiar una disciplina, ésta es una herramienta
para actuar ante la vida, dado que genera
arrobamiento, pasión, sentimiento de libertad. A
través del arte, los entrevistados van creando su
propia filosofía de vida, fortalecen su sistema
axiológico y logran alcanzar un balance de vida.
Journal on Efficiency and Responsibility in Education and Science, 2021
This study explores the attributions to which undergraduate university students ascribe academic ... more This study explores the attributions to which undergraduate university students ascribe academic achievement. Attribution theory was used as a means to understand scholastic success-failure. The questions that guided the study were the following: What are the causal attributions that predominate in students' academic achievement? Is there a difference between male and female students? Is there a difference if average grades and the number of failed subjects, factored as benchmarks of academic achievement, are considered? Do the measured attributions have any weight when predicting students' grades? A Likert scale measuring eight different attributions of academic achievement was applied to 165 students. The results showed that the most important attribution for academic achievement was intelligence. Sex-related differences were found in two attributes: calm and effort. In general, students with four failed subjects were those with the lowest averages measured in attributions. The variables that predicted good grades for male students were effort and good teachers, for female students, a liking for teachers, luck, and attention.
Journal on Efficiency and Responsibility in Education and Science, 2021
This study explores the attributions to which undergraduate university students ascribe academic ... more This study explores the attributions to which undergraduate university students ascribe academic achievement. Attribution theory was used as a means to understand scholastic success-failure. The questions that guided the study were the following: What are the causal attributions that predominate in students' academic achievement? Is there a difference between male and female students? Is there a difference if average grades and the number of failed subjects, factored as benchmarks of academic achievement, are considered? Do the measured attributions have any weight when predicting students' grades? A Likert scale measuring eight different attributions of academic achievement was applied to 165 students. The results showed that the most important attribution for academic achievement was intelligence. Sex-related differences were found in two attributes: calm and effort. In general, students with four failed subjects were those with the lowest averages measured in attributions. The variables that predicted good grades for male students were effort and good teachers, for female students, a liking for teachers, luck, and attention.
Se presenta la validez exploratoria de escalas adaptadas de diversos autores, así como escalas or... more Se presenta la validez exploratoria de escalas adaptadas de diversos autores, así como escalas originales sobre una gran variedad de procesos como actitudes, rasgos de personalidad, procesos terapéuticos, actitudes positivas hacia la vida, educación y trabajo y pareja.
International Journal of Human Sciences Research, 2023
All content in this magazine is licensed under a Creative Commons Attribution License. Attributio... more All content in this magazine is licensed under a Creative Commons Attribution License. Attribution-Non-Commercial-Non-Derivatives 4.0 International (CC BY-NC-ND 4.0).
ASRI. Arte y Sociedad. Revista de investigación en Arte y Humanidades Digitales, 2023
El objetivo fue identificar el sentido pedagógico de las disciplinas artísticas escénicas y visua... more El objetivo fue identificar el sentido pedagógico
de las disciplinas artísticas escénicas y visuales en
los artistas que las profesan, así como el
aprendizaje obtenido de éstas y la manera en
que lo transfieren a su cotidianeidad. El sentido
pedagógico se construyó a partir de cuatro
atributos sustanciales: epistemológico, heurístico,
hermenéutico y ontológico. Se realizó un análisis
cualitativo con treinta y dos participantes
quienes afirmaron que existe un aprendizaje que
les permite llegar a formarse como personas y a
vivir su propia realidad. Los hallazgos indican que
además de los saberes que se alcanzan al
estudiar una disciplina, ésta es una herramienta
para actuar ante la vida, dado que genera
arrobamiento, pasión, sentimiento de libertad. A
través del arte, los entrevistados van creando su
propia filosofía de vida, fortalecen su sistema
axiológico y logran alcanzar un balance de vida.
Journal on Efficiency and Responsibility in Education and Science, 2021
This study explores the attributions to which undergraduate university students ascribe academic ... more This study explores the attributions to which undergraduate university students ascribe academic achievement. Attribution theory was used as a means to understand scholastic success-failure. The questions that guided the study were the following: What are the causal attributions that predominate in students' academic achievement? Is there a difference between male and female students? Is there a difference if average grades and the number of failed subjects, factored as benchmarks of academic achievement, are considered? Do the measured attributions have any weight when predicting students' grades? A Likert scale measuring eight different attributions of academic achievement was applied to 165 students. The results showed that the most important attribution for academic achievement was intelligence. Sex-related differences were found in two attributes: calm and effort. In general, students with four failed subjects were those with the lowest averages measured in attributions. The variables that predicted good grades for male students were effort and good teachers, for female students, a liking for teachers, luck, and attention.
Journal on Efficiency and Responsibility in Education and Science, 2021
This study explores the attributions to which undergraduate university students ascribe academic ... more This study explores the attributions to which undergraduate university students ascribe academic achievement. Attribution theory was used as a means to understand scholastic success-failure. The questions that guided the study were the following: What are the causal attributions that predominate in students' academic achievement? Is there a difference between male and female students? Is there a difference if average grades and the number of failed subjects, factored as benchmarks of academic achievement, are considered? Do the measured attributions have any weight when predicting students' grades? A Likert scale measuring eight different attributions of academic achievement was applied to 165 students. The results showed that the most important attribution for academic achievement was intelligence. Sex-related differences were found in two attributes: calm and effort. In general, students with four failed subjects were those with the lowest averages measured in attributions. The variables that predicted good grades for male students were effort and good teachers, for female students, a liking for teachers, luck, and attention.
Se presenta la validez exploratoria de escalas adaptadas de diversos autores, así como escalas or... more Se presenta la validez exploratoria de escalas adaptadas de diversos autores, así como escalas originales sobre una gran variedad de procesos como actitudes, rasgos de personalidad, procesos terapéuticos, actitudes positivas hacia la vida, educación y trabajo y pareja.