<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1409-4258</journal-id>
<journal-title><![CDATA[Revista Electrónica Educare]]></journal-title>
<abbrev-journal-title><![CDATA[Educare]]></abbrev-journal-title>
<issn>1409-4258</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional. CIDE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1409-42582024000200137</article-id>
<article-id pub-id-type="doi">10.15359/ree.28-2.18435</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Factores psicosociales relacionados al abandono, desempeño y ajuste en el primer año de universidad: Una revisión sistemática de revisiones]]></article-title>
<article-title xml:lang="en"><![CDATA[Psychosocial Factors Associated With Dropout, Performance and Adjustment in University First Year: A Systematic Review of Reviews]]></article-title>
<article-title xml:lang="pt"><![CDATA[Fatores psicossociais relacionado ao evasão, ajustamento e desempenho em estudantes universitários do primeiro ano: revisão sistemática de revisões]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Reyes-González]]></surname>
<given-names><![CDATA[Nicolás]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Meneses-Báez]]></surname>
<given-names><![CDATA[Alba Lucia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Católica de Colombia  ]]></institution>
<addr-line><![CDATA[Bogotá ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Católica de Colombia  ]]></institution>
<addr-line><![CDATA[Bogotá ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<volume>28</volume>
<numero>2</numero>
<fpage>137</fpage>
<lpage>159</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-42582024000200137&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-42582024000200137&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-42582024000200137&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Objetivo.  La presente revisión sistemática de textos que presentan revisiones buscó identificar los determinantes psicosociales del abandono, el ajuste y el desempeño en estudiantado universitario de primer año y con ello dar un aporte actualizado y con mayor alcance a la identificación de aquellos determinantes asociados al retiro y posibles de intervenir por las universidades.  Método.  Se realizó una búsqueda de meta-análisis y revisiones sistemáticas utilizando términos claves y metodología PICOS en las bases de datos Dimensions, ApaPsycnet, ERIC, EBSCO, ScienceDirect y ProQuest. Se seleccionaron 16 artículos según la consistencia temática y la calidad evaluada con el instrumento R-Amstar, los cuales fueron codificados con base en la población, los determinantes psicosociales, la metodología y tamaño del efecto.  Conclusiones.  Los resultados indican que el desempeño académico presenta mayor relación con las habilidades y hábitos de estudio, rasgos de personalidad asociados a conciencia y apertura, factores motivacionales de autoeficacia y sociales relacionados con el ajuste académico. La permanencia/deserción muestra asociación con factores de autorregulación (habilidades académicas), de motivación (autoeficacia, metas académicas) y social (apego institucional y compromiso institucional). Respecto al ajuste, se observan factores afectivos relativos a la presencia de depresión; de autorregulación del aprendizaje relacionados con la búsqueda de soporte; de personalidad asociados a rasgos de conciencia y amabilidad; motivacionales relativos a la autoestima, optimismo y autoconcepto y sociales asociados con la percepción de soporte social. Los hallazgos identificados pueden contribuir al diseño de acciones para el estudiantado que lo requiera, con el fin de que tengan mayor permanencia, un mejor ajuste y desempeño académico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Objective.  The current systematic review of reviews looked to identify psychosocial factors of dropout, adjustment and academic performance in first year university students and with thereby contribute to a current and comprehensive identification of factors associated with university dropout in higher education institutions which could be treated.  Method.  A search for meta-analysis and systematic reviews with keywords and PICOS methodology was carried out in the databases Dimensions, ApaPsycnet, ERIC, EBSCO, ScienceDirect, and ProQuest. 16 of 35 studies were chosen in the base of topic consistency and R-Amstar quality test. Studies were coded according to population, psychosocial factors, design, and effect size characteristics.  Conclusions.  Study habits and skills; personality traits of conscientiousness and openness; motivational factors of self-efficacy, and social variables related to adjustment had the strongest relationship with academic performance. Persistence/dropout showed associations with self-regulatory (academic skills), motivational (self-efficacy, academic goals) and social (institutional attachment and institutional commitment) factors. Finally, affective factors as depression; self-regulated strategies such as support seeking; personality traits of conscientiousness and agreeableness; motivational variables of optimism and self-concept and social factors oriented to perceive social support perceived were related with college adjustment. The identified findings can contribute to the design of actions for students in need to have persistence, better adjustment and academic performance.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Objetivo.  A presente exploração sistemática de revisões identificou os determinantes psicossociais de evasão, ajustamento e desempenho em estudantes universitários do primeiro ano com isso, contribuir para uma identificação atual e abrangente de fatores associados à evasão universitária nas quais as instituições de ensino superior poderiam tratar.  Método.  Foi realizada uma busca por metanálises e revisões sistemáticas utilizando termos-chave e metodologia PICOS nas bases de dados, tais como Dimensions, ApaPsycnet, ERIC, EBSCO, ScienceDirect and ProQuest; bem como em revistas, organizações e autores. De um total de 35 estudos, 16 foram selecionados com base na consistência temática e qualidade avaliada com o instrumento R-Amstar. Os estudos foram codificados com base na população, determinantes psicossociais, metodologia e tamanho do efeito.  Conclusão.  Para o desempenho acadêmico, observou-se maior relação entre habilidades e hábitos de estudo, traços de personalidade associados à consciência e abertura, fatores motivacionais de autoeficácia e fatores sociais relacionados ao ajustamento acadêmico. A permanência/saída mostrou associações com autorregulamentação (habilidades acadêmicas), motivação (autoeficácia, objetivos acadêmicos) e fatores sociais (vínculo institucional e compromisso institucional). Por fim, em relação ao ajustamento, foram observados fatores afetivos associados à presença de depressão; autorregulação da aprendizagem relacionada à busca de apoio; de personalidade associada a traços de consciência e bondade; motivacional relacionado à autoestima, otimismo e autoconceito. Adicionalmente, social associado à percepção de suporte social. Os resultados identificados podem contribuir para a concepção de ações para estudantes necessitados, a fim de ter permanência, um melhor ajuste e desempenho acadêmico.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Revisión sistemática]]></kwd>
<kwd lng="es"><![CDATA[deserción]]></kwd>
<kwd lng="es"><![CDATA[estudiantes de pregrado]]></kwd>
<kwd lng="es"><![CDATA[rendimiento escolar]]></kwd>
<kwd lng="es"><![CDATA[adaptación del estudiante]]></kwd>
<kwd lng="es"><![CDATA[ODS 4]]></kwd>
<kwd lng="es"><![CDATA[Éxito académico]]></kwd>
<kwd lng="es"><![CDATA[ODS 8]]></kwd>
<kwd lng="es"><![CDATA[capital humano]]></kwd>
<kwd lng="en"><![CDATA[Systematic review]]></kwd>
<kwd lng="en"><![CDATA[dropouts]]></kwd>
<kwd lng="en"><![CDATA[undergraduate students]]></kwd>
<kwd lng="en"><![CDATA[performance]]></kwd>
<kwd lng="en"><![CDATA[student adjustment]]></kwd>
<kwd lng="en"><![CDATA[SDG 4]]></kwd>
<kwd lng="en"><![CDATA[Academic success]]></kwd>
<kwd lng="en"><![CDATA[SDG 8]]></kwd>
<kwd lng="en"><![CDATA[human capital]]></kwd>
<kwd lng="pt"><![CDATA[Revisão sistemática]]></kwd>
<kwd lng="pt"><![CDATA[abandono]]></kwd>
<kwd lng="pt"><![CDATA[estudantes universitários]]></kwd>
<kwd lng="pt"><![CDATA[desempenho escolar]]></kwd>
<kwd lng="pt"><![CDATA[adaptação do aluno]]></kwd>
<kwd lng="pt"><![CDATA[ODS 4]]></kwd>
<kwd lng="pt"><![CDATA[Sucesso acadêmico]]></kwd>
<kwd lng="pt"><![CDATA[ODS 8]]></kwd>
<kwd lng="pt"><![CDATA[capital humano]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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