Jurisprudencia y Ciencias Sociales

URI permanente para esta comunidadhttp://repositorio.uta.edu.ec/handle/123456789/892

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El sentido de pertenencia y desempeño académico en estudiantes universitarios
(Universidad Técnica de Ambato, Facultad de Jurisprudencia y Ciencias Sociales, Carrera de Trabajo Social, 2026-07-10)
López Aguilar, Milton Fabian
;
Naranjo Ruiz, Viviana Fidencia
A sense of belonging in higher education is a key factor in the holistic development of young people, influencing their retention, well-being, and institutional adjustment. Its importance today stems from the need to understand how affective bonds and identification with the university reduce the risk of demotivation and dropout. In Ecuador, strengthening these bonds is fundamental to improving student success indicators in public universities. The objective of this study was to analyze the influence of a sense of belonging on the academic performance of university students at the Universidad Técnica de Ambato (UTA). A quantitative approach with descriptive, correlational, and explanatory scope was used. The sample consisted of 128 students from the Basic Education and Psychopedagogy programs in the Faculty of Humanities and Education at UTA, who completed a structured survey to assess the Sense of Belonging Index (SBI) and the Academic Performance Index (API), which are behavioral in nature. The analysis was conducted using descriptive statistics, Spearman's rho correlation, and simple linear regression. The results reveal a moderate positive relationship between the two variables (rho = 0.413), and that a sense of belonging explains 21.0% of the variability in academic performance. Variables such as institutional empowerment and environmental safety showed the strongest relationships with student success. As a final contribution, institutional management recommendations are proposed, aimed at strengthening physical security, optimizing the classroom climate, and implementing support programs and early warning systems to prevent academic underachievement.
Maternidades en jóvenes estudiantes universitarias
(Universidad Técnica de Ambato, Facultad de Jurisprudencia y Ciencias Sociales, Carrera de Trabajo Social, 2026-07-09)
Chonata Luna, Vanessa Tatiana
;
Pino Loza, Eulalia Dolores
This research analyzes the experience of motherhood among social work students at the Technical University of Ambato, aiming to identify and describe the factors that influence motherhood during their academic training. The study employed a mixed-methods, descriptiveexploratory approach, supported by a hypothetical-deductive method, which allowed for a comprehensive examination of the phenomenon. Data was collected through semi-structured interviews and a structured questionnaire administered to student mothers during the academic period of August 2025 to February 2026. The results show that motherhood in the university context is, in most cases, unplanned and primarily driven by economic and cultural factors, as well as insufficient family planning, thus confirming the proposed hypothesis. The study also found that students faced a variety of difficulties, including physical exhaustion, emotional consequences such as fear, uncertainty, and guilt, financial dependence, and challenges in balancing their professional and maternal responsibilities. Within the family sphere, although initial reactions are often surprise or concern, support remains a fundamental element for the continuation of their studies. On the other hand, in the academic context, an initial negative effect on performance is evident, followed by a gradual adaptation through time management strategies, although the limited existence of institutional support mechanisms is acknowledged. In conclusion, motherhood for university students is a complex phenomenon that affects various dimensions of their lives; however, family support and coping strategies can mitigate its effects. In this regard, the need to strengthen an inclusive institutional policy that guarantees the retention, equality, and holistic development of student mothers within the higher education system is emphasized.
Prácticas restaurativas y la adaptación académica
(Universidad Técnica de Ambato, Facultad de Jurisprudencia y Ciencias Sociales, Carrera de Trabajo Social, 2026-07-08)
Pajuña Chisag, Jorge Tobias
;
Vargas Villacres, Borman Renan
This current research was conducted to analyze the relationship between restorative practices and academic adaptation of students from fifth, sixth, and seventh grade E.G.B. at Unidad Educativa ¨Ricardo Descalzi¨. This study was conducted because various conflicts were identified that affect students’ adaptation and their academic performance as well, resulting in a low level of adaptation among most students and revealing difficulties in emotional aspects and their participation in the educational setting. On the other hand, this research was carried out using a quantitative approach with a descriptive and correlational scope, it was applied a student survey as the data collection method. Consequently, this allowed a better understanding of the level of adaptation, additionally, it provided insight into the implementation of restorative practices. According to the information obtained and the results, it was determined that restorative practices did significantly influence academic adaptation because students at the institution, through the application of these practices, would improve their school environment, and relationships between teachers and students would also be strengthened, which would help create a harmonious school environment. Furthermore, it is recommended that the institution implement restorative strategies to help improve the school environment and the educational process, as the research conducted indicates that the application of such strategies is limited and requires constant reinforcement to improve it.
Elección de la Carrera Universitaria y el Rendimiento Académico
(Universidad Técnica de Ambato, Facultad de Jurisprudencia y Ciencias Sociales, Carrera de Trabajo Social, 2026-01-15)
Simba Lema, María Belén
;
Altamirano Altamirano, Silvia Jovanna
Choosing a university major is a key decision for young adults, as it shapes their professional path and influences how they adjust to academic life. This issue has gained growing relevance due to the increasing number of students entering higher education without adequate vocational guidance, a situation that often leads to low motivation, weak academic performance, and dropout. In Ecuador, this challenge is reflected in national assessment results and in the persistent difficulties students face in remaining in their programmers during the first semesters. This study examined the relationship between university major choice and academic performance among fourth-semester students in the Faculty of Human Sciences and Education at the Technical University of Ambato. A quantitative methodology with a descriptive and correlational scope was applied. The sample consisted of 210 students who completed structured instruments assessing factors associated with vocational decision-making, while academic performance was measured using the RAU scale. Data analysis was conducted through descriptive statistics and Spearman’s Rho correlation. The findings indicate a positive but weak association between the two variables. This suggests that choosing a major aligned with students’ interests, abilities, and motivations tends to support better academic performance, although external conditions—such as family environment, socioeconomic constraints, and limited access to professional guidance—also exert a strong influence. The study aligns with the Social Exclusion and Inclusion line of inquiry and offers an updated perspective on how career choice relates to academic achievement in higher education. As a final contribution, the research proposes a Social Work–based intervention aimed at strengthening academic support, fostering self-awareness, and improving vocational guidance processes
Participación de la familia en la educación
(Universidad Técnica de Ambato, Facultad de Jurisprudencia y Ciencias Sociales, Carrera de Trabajo Social, 2026-01-15)
Mesías Silva, Karol Michelle
;
Haro Lara, Aída Patricia
Low academic performance and difficulties in student retention at the high school level have prompted a deeper examination of the factors that influence educational progress, particularly family participation. Numerous studies highlight that family involvement is a determining element for learning, motivation, and school adaptation; however, in many contexts, including the Ecuadorian setting, such involvement remains limited. In response to this reality, the present study sought to determine the influence of family participation on the academic performance of students at Unidad Educativa Pelileo. The objective of this research focused on analyzing the influence of family participation on the academic performance of high school students through the application of a research instrument that enabled the assessment of the interrelationship between the study variables. The sample consisted of students from the Bachillerato General Unificado of the institution. The study was grounded in a mixed-methods approach and employed data collection techniques such as a structured survey based on the model by Valdés-Cuervo et al. (2009), as well as documentary analysis and theoretical triangulation. The main findings revealed that, among the factors associated with academic performance, the most significant were family support in school tasks and activities, communication between parents and teachers, emotional support, and understanding of institutional processes. The study evidenced that students with lower levels of family participation experienced greater demotivation, learning difficulties, and weaker school integration. Conversely, higher family involvement favored academic organization, school adaptation, and improved performance across different subject areas. Based on the applied methodology and the chi-square test, it was concluded that family participation significantly influences students’ academic performance and emotional stability
El Body Shaming y la Adaptación Social en estudiantes universitarios
(Universidad Tècnica de Ambato, Facultad de Jurisprudencia y Ciencias Sociales, Carrera de Trabajo Social, 2024-08)
Núñez Barzola, Johanna Aracelly
;
Martínez Bonilla, Carlos Alberto
The student dropout rate in universities and the low persistence rates, particularly in the first year of study, have led to questioning the various factors that influence the transition of students to this new context. As a result, it has been established that body shaming is an emerging factor in the adaptive process, which has not been adequately studied, especially for young university students. Therefore, the influence of body shaming on university adaptation was examined in order to serve as a starting point for the development of intervention strategies that facilitate a successful transition to professional life. The objective of this research was to examine the influence of body shaming on university adaptation through the development of a research instrument (questionnaire) that allowed for the evaluation of the interrelationship between the study variables. The analyzed sample consisted of 177 students from the Early Childhood Education program at the Universidad Técnica de Ambato. It was based on a mixed approach and two data collection instruments were used: a teacher interview related to social adaptation to the university environment and a questionnaire to explore students' perceptions of body shaming and its possible relationship with university adaptation. The main results reflect that within the factors of the adaptive process are social interaction, academic performance, integration into university life, sociocultural adaptation, and social support. The research instrument met the proposed objective and allowed for determining that young university students who experience body shaming perceive this phenomenon with anxiety, feelings of shame, low self-esteem, and anxiety related to body image. Therefore, the mentioned indicators can trigger disorders and limit the social adaptation of the university student. It significantly affects academic performance and social interaction, concluding that body shaming influences university adaptation. This research is part of the "Netnographic Study of communication from invisible to visible in digital violence" project
Expectativas académicas y el estado emocional de los estudiantes al ingreso a la educación superior
(Universidad Tècnica de Ambato, Facultad de Jurisprudencia y Ciencias Sociales, Carrera de Trabajo Social, 2024-03)
Fuentes Amancha, Jonathan Stalin
;
Espín Miniguano, Anita Dalila
This research project focuses on exploring the intricate dynamics between academic expectations and the emotional state of students upon entering higher education. The primary objective is to comprehend the academic goals and aspirations of students, while also assessing emotional factors such as stress and anxiety, specifically centered on two components: academic expectations and emotional state. The adopted approach is quantitative, with a descriptive-correlational level and the application of hypothetical-deductive and analytical-synthetic methods. The research was conducted with a population of 122 leveling students in the Faculty of Jurisprudence and Social Sciences. To collect data, a survey tailored to students' needs was designed and administered to fulfill the study's objectives. The results indicate that academic expectations are preconceived, and the emotional state reflects a conscious control over the learning process, thereby strengthening students' cognitive processes. In conclusion, this study aims to contribute to the design of interventions and educational policies that foster a supportive environment, enhancing the experience and academic success of students during this crucial transition phase into higher education
Estructura familiar y el rendimiento académico en estudiantes
(Universidad Tècnica de Ambato, Facultad de Jurisprudencia y Ciencias Sociales, Carrera de Trabajo Social, 2024-02)
Chimborazo Chimborazo, Doris Lizbeth
;
Espín Miniguano, Anita Dalila
Family structure plays a crucial role in the development and welfare of each member. Since, the quality of family relationships, emotional support, and the distribution of responsibilities are element keys that are influenced by their specific configuration. That is why, family structure significantly impacts children's educational environment. In the same way, families that provide a stable environment, emotional support, and value education tend to favor more positive academic performance. Furthermore, open communication impacts the student's motivation and attitude toward learning. Therefore, parents' active involvement in education strengthens the connection between home and school, contributing to children's overall educational success. Considering these aspects, this research seeks to determine the relationship between family structure and academic performance in students of fourth, fifth, and sixth elementary grade at the “Francisco Flor” Educational Institution. The methodology has a quantitative approach, using an exploratory, descriptive and correlational level. It was carried out with a population of 550 students, obtaining a sample of 119. Likewise, the instrument used to collect information on the family variable structure was the family “APGAR” for children, which consists of 5 items. On the other hand, for the academic performance variable, the RAU Academic Performance Scale was used, which contains 20 items and is divided into three dimensions; contribution of academic activities, dedication to study, and the lack of organization of teaching resources. Evidence illustrate that, there is a relationship between family structure and academic performance in students, data obtained through Spearman's Rho statistical test with positive compensation. On balance, family structure tends to become more favorable, academic performance tends to improve
Liderazgo Emocional y Rendimiento Académico
(Universidad Tècnica de Ambato, Facultad de Jurisprudencia y Ciencias Sociales, Carrera de Trabajo Social, 2023-09)
León Tenorio, Liseth Maricela
;
Espín Miniguano, Anita Dalila
Emotional leadership in the world allows recognizing the importance of emotions and skills that provide emotional intelligence in different contexts, it is fascinating how people can influence others, the leader who masters the skills of emotional intelligence can facilitate the process of building positive interpersonal relationships based on communication, respect and commitment towards the achievement of common goals. In the educational environment, emotional leadership generates motivation, positive learning climates, emotionally supportive environments, changes the mentality and focuses on individual and group growth, provides coping strategies that guide students to overcome challenges and increase their academic performance. Taking into account these aspects, the present research seeks to determine the incidence of emotional leadership in the academic performance of students of the Faculty of Jurisprudence and Social Sciences of the Technical University of Ambato, the methodology has a quantitative approach, using a descriptive-correlational level, it was conducted with a population of 881 students, obtaining a sample of 268 which allowed establishing peculiar characteristics. An instrument was designed to identify the level of emotional leadership in university students, consisting of 29 items, made up of two dimensions: emotional intelligence and emotional leadership styles, which was subjected to validity and reliability tests. The results showed that there is an incidence of emotional leadership in the academic performance of university students, data obtained through the Rho Spearman statistical test with a moderate positive correlation, the higher the level of emotional leadership, the higher the level of academic performance.
El rendimiento académico y los problemas conductuales de los estudiantes de octavos años de educación básica en la Unidad Educativa Pedro Fermín Cevallos del Cantón Cevallos
(Universidad Técnica de Ambato. Facultad de Jurisprudencia y Ciencias Sociales, Carrera de Trabajo Social, 2021-03)
Rosero Pazmiño, Nelly Adriana
;
Espín Miniguano, Anita Dalila
The socio-family foundations influence one hundred percent directly in the behavior and personality of each individual, which is manifested in their opinions, attitudes, habits, and ways of thinking in their daily lives; in such a way that it is notorious to emphasize that there may even be influence in all areas where the human being develops individually and collectively. The Educational Centers become the second home of each person since most of the time after spending time at home they dedicate it to studies, showing that their context can also influence the person and their behavior. The academic performance of a student depends on both contexts, since it can influence according to genetics, that is, inherited or acquired behaviors and to the experience acquired or influence received by classmates. Behavioral and emotional problems arise when dysfunctions begin to appear, be they personal, family, or educational, and it is precisely at that moment that the disorder of emotions begins to appear and generate academic difficulty, promoting the loss of studies, deserting them or even to be expelled. The fundamental idea of this research is to know what causes the behavioral and emotional problems in students, which can hinder and affect the academic performance of them. Therefore, necessary information is required, through books, thesis, observation, survey, and other means that clarify the problem of research.

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