Cognitive legitimation of the university’s quality policy through the learning process and academic performance
DOI:
https://doi.org/10.5377/paradigma.v21i35.2278Keywords:
legitimation cognitive, politics of educational quality, learning process, academic performanceAbstract
There is a variety of students’ behaviors related to their learning, but not all lead to an advanced academic performance. However, institutions declare in their policy, quality standards to be fulfill by the involved actors within the educational process. The problem lies in the policy’s construction and how to disseminate and take root in their cognition so that the continuous learning and its results be congruent with the institution’s expectations, since its vision is to position itself in front of the public with a quality image. To have an overview, it was analyzed the theory of the personal construct by Kelly (1969), to expose the hypothesis: that over the years the children and the youngs aground actions; these are related to study habits, however in the majority of the cases not lead to excellence. The action-research method was the stated objective: explain about the learning processes which are used by the university students and consequently about their academic performance. From the obtained results, proceed with the improvement of the learning processes. The sample comprised two groups of college students, these allowed the comparison of the past study trends and post-intervention trends.
Paradigma - Revista de Investigación Educativa. Año 21. No. 35: 75-98
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