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InterCambios. Dilemas y transiciones de la Educación Superior
versão impressa ISSN 2301-0118versão On-line ISSN 2301-0126
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MARTINEZ ALONSO, Santiago; GONZALEZ BRUZZESE, Mahira e FERNANDEZ AGUERRE, Tabaré. Determinants of academic success in students of the 2015 entering class of the University of the Republic. InterCambios [online]. 2024, vol.11, n.2, e204. Epub 01-Dez-2024. ISSN 2301-0118. https://doi.org/10.29156/inter.11.1.9.
In recent years, many researchers have begun to place more emphasis on academic success (Serrano et al., 2022). In Uruguay, particularly, it is interesting to review this issue in a context of increasing university enrollment, as well as territorial diversification and decentralization. The analysis carried out had two stages.
The first was descriptive, as it characterized the students who entered Udelar’s degree programs in 2015 and their academic performance through a series of variables associated both with social origin and the events of transition to adulthood and academic background prior to university entrance. The second stage was of an explanatory type, since by means of a logistic regression model we tried to estimate the effect of the explanatory variables on approval. The database was constructed by combining microdata from two sources: data from the Statistical Entry Form, provided by the General Directorate of Planning (DGPlan), and data from the Central Computer Service of Udelar (SeCIU). The main results show that most of the variables are significant for the explanation of academic success at Udelar in the first year, of which the student’s activity status and having enrolled in the scholarship program are those with the greatest explanatory power, since those who do not work and those who applied for scholarships had almost double the chances of passing compared to the rest of the students.
Palavras-chave : academic performance; higher education; first year..