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A los jóvenes y adolescentes que en algún momento de sus vidas, acudieron a mi persona por
algún consejo u orientación; ellos motivan no sólo este estudio estudio, sino también, mi
quehacer profesional.
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En primer lugar, deseo expresar mi más profundo agradecimento al Mg. Jaime Aliaga Tovar, no
sólo por su paciencia, colaboración y asesoría constante a lo largo de este estudio, sino también
por la confianza depositada en mi persona desde el inicio de sus labores como Jefe de la Oficina
de Asesoría y Orientación al Estudiante en la Facultad de Psicología; así como también por
compartir con nosotros, sus alumnos, toda su experiencia y conocimientos en lo que a
metodología de la investigación se refiere. Mi sincero agradecimiento también a los profesores
quienes conformaron el Jurado Informante: Mg. Nicolás Medina, Mg. Alberto Quintana y Ps.
William Montgomery por la atención prestada a este estudio,así como por sus acertadas
observaciones y sugerencias las cuales contribuyeron a mejorar el mismo. Finalmente, no puedo
concluir sin agradecer a la Facultad de Psicología de la UNMSM, por todo lo brindado y
compartido durante casi ocho años de información. A mis padres por su paciencia, a Marco por
no dejarme descansar, e insistir para que culminara la tesis, y a mi abuelo René por motivarme
desde arriba y desde siempre. A todos ustedes muchas gracias.
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Esta investigación busca establecer la relación existente entre el rendimiento académico, la
ansiedad ante los exámenes, los rasgos de personalidad, el autoconcepto y la asertividad en
estudiantes del primer año de Psicología de la UNMSM. La muestra estuvo constituida por 62
estudiantes de ambos sexos, a quienes se aplicó el Inventario de Autoevaluación de la Ansiedad
sobre Exámenes, el Cuestionario de Personalidad 16 PF de R. B. Cattell, el Cuestionario de
Autoconcepto Forma A, y el Autoinforme de Conducta Asertiva. Los resultados de estas pruebas
al igual que el promedio ponderado de los estudiantes fueron analizados a través del paquete de
análisis estadístico para la investigación en Ciencias Sociales SPSS (versión 9.0), mediante el
Coeficiente de Correlación de Pearson, y la Ecuación de Análisis de Regresión Múltiple. Entre
los resultados, se halló una correlación positiva muy significativa entre el rendimiento del
alumno y variables como el autoconcepto académico, el autoconcepto familiar y el rasgo
sumisión – dominancia, siendo esta última correlación negativa. Finalmente, la ecuación del
análisis de regresión múltiple nos muestra al autoconcepto académico como predictor del
rendimiento en los alumnos.
Palabras clave: rendimiento académico, aprendizaje, examen, autoconcepto, asertividad,
ansiedad ante exámenes.
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This research looks to establish the existing relation between the academic performance, the test
anxiety, the characteristics of personality, the self-concept, and the assertiveness in students of
the first year of Psychology of de San Marcos University. The sample was constituted by 62
students of both sexes, to which were applied the Inventory of Self-evaluation of the Test Axiety,
the Questionnaire of Personality 16 PF of R.B. Cattell, the Questionnaire of Self-concept Format
A, and the Self-inform of Assertive Behavior. The results of these tests like the average of
students were analyzed through the package of statistical análisis for the investigation in social
sciences SPSS (versión 9,0), by means of the Coefficient of Correlation of Pearson, and the
Equation of Múltiple Regresión Análisis. Among the results, there was on very significant
positive correlation between the performance of the students and variables like academic
self-concept, familiar self-concept, and the characteristic submission-dominant, being this last a
negative correlation; finally, the equation of the múltiple regresión análisis shows us the
academic self-concept like predicting of the performance of the students.
Key words: academic performance, learning, examination, self-concept, assertiveness, test
anxiety.
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