Academic performance and its relationship with family functionality in medical student
DOI:
https://doi.org/10.36829/63CHS.v7i2.962Abstract
Academic performance conceptualized as the degree of knowledge that the institution recognizes that a student possesses, it is influenced by various factors: personal, social, economic, institutional, and cultural. Among the social factors involved is the family environment, so in order to determine if there is a relationship between academic performance and family function, the present longitudinal analytical study was carried out. 157 first-year medical students were surveyed who, to determine family functionality, were applied to the family Apgar test at two times during the school year: before the first and before the last partial exam; academic performance was operationalized as the final result obtained at the end of the school year: passed or failed. Of the participating students, 102 (65%) obtained good academic performance, and 49 (31%) of the total considered belonged to functional families. Almost half of the participants, 88 (56%) of them considered that their family function did not change over time. Family functionality in the first measurement did not present a significant difference with the results of the second measurement (McNemar Chi-Square 7.686, p = .262), therefore, for the analysis of functionality and academic performance, the result was taken
of the second measurement only. No relationship was found between academic performance and family functionality (p = .177), so other studies must be carried out to define the factors that contribute to successful academic performance.
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