Impact of a Literacy Program on the Academic Performance of First-Year University Students in ChileImpact d’un programme d’alphabétisation sur la performance scolaire des étudiants de première année d’université au ChiliImpacto de un programa de lectoescritura en elrendimiento académico de estudiantes de primer año universitario en Chile

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dc.article.number102546
dc.article.number102546
dc.contributor.authorUrzúa-Martínez S.
dc.contributor.authorUrzúa-Martínez S.
dc.contributor.authorRiquelme-Yáñez R.
dc.contributor.authorRiquelme-Yáñez R.
dc.contributor.authorMicin-Carvallo S.
dc.date.accessioned2025-05-01T10:31:50Z
dc.date.available2025-05-01T10:31:50Z
dc.date.issued2021
dc.description.abstract© 2021In the last decade, higher education institutions have deployed a series of programs to teach reading and writing at this educational level; however, little is known about the effect of these initiatives on student academic performance. The objective of this study was to determine the effects of one of these iniciatives on the academic performance of first-year Psychology students studying at the regional branches of Concepción, Santiago, Puerto Montt and Valdivia from the San Sebastián University, in Chile. The program was designed so that it would associate learning with the production and analysis of texts typical of the students’ disciplinary field. To estimate the effect of the program, a sample of the work done by 644 students who entered the institution in 2016 and 2017 was analyzed. Through a multiple regression model, which incorporated sociode-mographic and socio-educational variables, previous academic performance, cognitive skills, study strategies and contextual variables, it was concluded that participation in the program had a positive and statistically significant effect on students’ academic performance. The findings confirm the importance of teaching reading and writing as a situated process, especially during the first years of university.
dc.description.funderUniversity of Iowa
dc.description.funderFONDECYT
dc.format.extent15 páginas
dc.fuente.origenScopus
dc.identifier.doi10.17533/udea.ikala.v26n2a05
dc.identifier.eisbn978-84-9880-797-4
dc.identifier.eissn18798365
dc.identifier.isbn978-0-12-817240-7
dc.identifier.issn01233432
dc.identifier.pubmedid34042682
dc.identifier.scieloidS0718-69242020000300109
dc.identifier.scopusidSCOPUS_ID:85106580830
dc.identifier.urihttps://doi.org/10.17533/udea.ikala.v26n2a05
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/103805
dc.identifier.wosidWOS:001066457700166
dc.information.autorucEscuela de Psicología; Micin Carvallo Sonia Huri; S/I; 100311
dc.issue.numeroe2021050174
dc.language.isoen
dc.nota.accesoSin adjunto
dc.pagina.final302
dc.pagina.inicio283
dc.publisherAcademic Press
dc.relation.ispartof7th Workshop On Educational Innovation In Architecture (JIDA), NOV 14-15, 2019, Madrid, SPAIN
dc.revistaIkala
dc.rightsAcceso abierto
dc.subjectacademic literacy
dc.subjectacademic writing
dc.subjectalfabetización académica
dc.subjectalphabétisation
dc.subjectalphabétisation académique
dc.subjecteducación superior
dc.subjectenseignement supérieur
dc.subjectescritura académica
dc.subjectestudiantes de primer año
dc.subjectfreshmen
dc.subjecthigher education
dc.subjectlectoescritura
dc.subjectliteracy instruction
dc.subjectrédaction académique
dc.subjectétudiants de première année
dc.subject.ddc510
dc.subject.deweyMatemática física y químicaes_ES
dc.subject.ods02 Zero hunger
dc.subject.odspa02 Hambre cero
dc.titleImpact of a Literacy Program on the Academic Performance of First-Year University Students in ChileImpact d’un programme d’alphabétisation sur la performance scolaire des étudiants de première année d’université au ChiliImpacto de un programa de lectoescritura en elrendimiento académico de estudiantes de primer año universitario en Chile
dc.typeartículo
dc.volumen26
sipa.codpersvinculados100311
sipa.indexScopus
sipa.trazabilidadCarga WOS-SCOPUS;01-05-2025
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