<?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>S1409-42582026000100223</article-id>
<article-id pub-id-type="doi">10.15359/ree.30-1.21265</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Dimensiones objetivas y subjetivas del rendimiento académico universitario: Un análisis relacional]]></article-title>
<article-title xml:lang="en"><![CDATA[Objective and subjective dimensions of university academic performance: a relational analysis]]></article-title>
<article-title xml:lang="pt"><![CDATA[Dimensões objetivas e subjetivas do desempenho acadêmico universitário: uma análise relacional]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ponce-Madrid]]></surname>
<given-names><![CDATA[Díaz Aldara María]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pablos-Collantes]]></surname>
<given-names><![CDATA[Diana Elizabeth]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Valenzuela-Santoyo]]></surname>
<given-names><![CDATA[Alba del Carmen]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Portillo-Peñuelas]]></surname>
<given-names><![CDATA[Samuel Alejandro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Nayarit  ]]></institution>
<addr-line><![CDATA[ Nayarit]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Tecnológico de Sonora  ]]></institution>
<addr-line><![CDATA[ Sonora]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Pedagógica Nacional Subsede Obregón ]]></institution>
<addr-line><![CDATA[ Sonora]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Instituto Tecnológico de Sonora  ]]></institution>
<addr-line><![CDATA[ Sonora]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2026</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2026</year>
</pub-date>
<volume>30</volume>
<numero>1</numero>
<fpage>223</fpage>
<lpage>241</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-42582026000100223&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-42582026000100223&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-42582026000100223&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción.  En educación superior el rendimiento académico resulta uno de los indicadores de mayor fuerza al momento de evaluar el éxito o fracaso de los trayectos formativos del estudiantado y, a su vez, corresponde uno principales indicadores de calidad de los programas académicos.  Objetivo.  Determinar los factores que influyen en el rendimiento académico universitario y la relación existente entre sus dimensiones objetiva y subjetiva. Método. Se empleó un diseño cuantitativo, de tipo transversal correlacional. Participaron 320 estudiantes de nivel universitario, mediante un muestreo no probabilístico intencional. La recolección de datos se realizó de manera virtual, a través de Formularios de Google, utilizando la Escala de Rendimiento Académico Universitario (RAU), con el fin de medir la dimensión subjetiva del rendimiento académico. El análisis de los datos se llevó a cabo en JASP v19, donde se realizaron análisis descriptivos y correlacionales mediante la prueba no paramétrica tau-b de Kendall.  Resultados.  El estudiantado universitario reportó niveles medios de rendimiento académico, observándose una mejora en los resultados conforme avanza el trayecto formativo, en la medida en que se dedica únicamente el tiempo necesario para el cumplimiento de tareas o actividades escolares.  Conclusiones.  Se evidencia la existencia de relaciones estadísticamente significativas entre los factores de las dimensiones objetiva y subjetiva del rendimiento académico, particularmente cuando el estudiantado incrementa el tiempo destinado al estudio, lo cual se asocia con una mejor capacidad para organizar los recursos necesarios para el aprendizaje. Estos hallazgos implican la necesidad de diseñar intervenciones que fortalezcan la organización y la gestión del tiempo, especialmente en el caso del estudiantado que combina estudio y trabajo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction.  In higher education, academic performance is one of the most powerful indicators when evaluating the success or failure of students&#8217; educational paths and, in turn, corresponds to one of the main indicators of the quality of academic programs.  Objective.  To determine the factors that influence university academic performance and the relationship between its objective and subjective dimensions. Method. A quantitative, cross-sectional correlational design was used. Three hundred and twenty university students participated using purposive non-probability sampling. The University Academic Performance Scale (RAU) was administered virtually using Google Forms to measure the subjective dimension of academic performance. Data analysis was performed using JASP v19, where descriptive and correlational analyses were conducted using Kendall&#8217;s Tau-B non-parametric test.  Results.  University students reported average levels of academic performance, improving their results as they progress through their educational path, given that only the necessary time is dedicated to completing school tasks or activities.  Conclusions.  A statistically significant relationship was found between factors in the objective and subjective dimensions of academic performance. Specifically, when students increase the time they dedicate to studying, their ability to organize the resources necessary for learning improves. These findings imply the need to design interventions that strengthen time management and organization, especially for working students.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Introdução.  No Ensino Superior, o desempenho acadêmico é um dos indicadores mais poderosos na avaliação do sucesso ou fracasso dos percursos educativos dos estudantes e, por sua vez, corresponde a um dos principais indicadores da qualidade dos programas acadêmicos.  Objetivo.  Determinar os fatores que influenciam o desempenho acadêmico universitário e a relação entre suas dimensões objetiva e subjetiva. Método. Foi utilizado um delineamento quantitativo, transversal e correlacional. Trezentos e vinte estudantes universitários participaram do estudo, selecionados por amostragem não probabilística intencional. A Escala de Desempenho Acadêmico Universitário (RAU) foi aplicada virtualmente por meio do Google Forms para mensurar a dimensão subjetiva do desempenho acadêmico. A análise dos dados foi realizada utilizando o software JASP v19, com análises descritivas e correlacionais conduzidas pelo teste não paramétrico Tau-B de Kendall.  Resultados.  Os estudantes universitários relataram níveis médios de desempenho acadêmico, melhorando seus resultados à medida que avançam em seu percurso educacional, visto que dedicam apenas o tempo necessário para a realização de tarefas ou atividades escolares.  Conclusões.  Foi encontrada uma relação estatisticamente significativa entre os fatores nas dimensões objetiva e subjetiva do desempenho acadêmico. Especificamente, quando os alunos aumentam o tempo dedicado aos estudos, sua capacidade de organizar os recursos necessários para a aprendizagem melhora. Esses resultados indicam a necessidade de desenvolver intervenções que fortaleçam a gestão e a organização do tempo, especialmente para alunos que trabalham.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Calidad en el estudio]]></kwd>
<kwd lng="es"><![CDATA[dedicación al estudio]]></kwd>
<kwd lng="es"><![CDATA[rendimiento académico universitario]]></kwd>
<kwd lng="es"><![CDATA[trayectoria escolar]]></kwd>
<kwd lng="es"><![CDATA[ODS 4]]></kwd>
<kwd lng="es"><![CDATA[educación de calidad]]></kwd>
<kwd lng="es"><![CDATA[rendimiento académico]]></kwd>
<kwd lng="en"><![CDATA[Quality of study]]></kwd>
<kwd lng="en"><![CDATA[dedication to study]]></kwd>
<kwd lng="en"><![CDATA[university academic performance]]></kwd>
<kwd lng="en"><![CDATA[academic career]]></kwd>
<kwd lng="en"><![CDATA[SDG 4]]></kwd>
<kwd lng="en"><![CDATA[quality education]]></kwd>
<kwd lng="en"><![CDATA[academic performance]]></kwd>
<kwd lng="pt"><![CDATA[Qualidade do estudo]]></kwd>
<kwd lng="pt"><![CDATA[dedicação ao estudo]]></kwd>
<kwd lng="pt"><![CDATA[desempenho acadêmico universitário]]></kwd>
<kwd lng="pt"><![CDATA[carreira acadêmica]]></kwd>
<kwd lng="pt"><![CDATA[ODS 4]]></kwd>
<kwd lng="pt"><![CDATA[educação de qualidade]]></kwd>
<kwd lng="pt"><![CDATA[desempenho acadêmico]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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