Estatus sociométrico y rendimiento académico en los estudiantes

Abstract

The sociometric status is often considered as a reflection of the social competence of a child and adolescent, understood as their ability to maintain interactions, relationships with groups and peers, within them are derived the students in this research as those of popular status, which are controversial, ignored and rejected, constituting an exclusion for their low social acceptance for their performance and social inclusion for their acceptance within the classroom group, this through the positive and negative nominations that are made among their peers, according to the academic performance of these students. The focal group is constituted by 35 students of the first year of high school BGU "F", which is confirmed by 11 women and 24 men in an age range of 14 to 16 years old. Within this methodology, the methodology was carried out with a qualitative approach only, the technique applied was an unstructured interview which consists of 6 questions, three of positive nominations and three of negative nominations, these questions are of an educational, personal and social nature, while for the academic performance we have taken into account the qualitative grading scale, the same that we obtained from the educational institution. Among the important results, it is concluded that the sociometric status influences academic performance in such a way that it has an impact on the qualitative scale of students' learning, students who maintain a low school performance are socially excluded by their peers, without becoming interested in the reason and the reason for this problem, i.e. those who within the interview applied have received a greater number of negative or derogatory nominations for what is ignored or rejected, which has affected the integral development of adolescents and their future.