Estrategias lectoras y desempeño académico: un análisis correlacional en estudiantes de secundaria

Norma Katherine Moscaido-del Aguila; Clay Petter Cabrera-Tuanama; Angel Cárdenas-García

doi:10.55873/vfpbkf49

Autores/as

Norma Katherine Moscaido del Aguila Universidad Nacional de San Martín https://orcid.org/0009-0001-2788-864X
Clay Petter Cabrera-Tuanama Universidad Nacional de San Martín https://orcid.org/0000-0001-5729-0756
Angel Cárdenas-García Universidad Nacional de San Martín https://orcid.org/0000-0001-7524-1421

DOI:

https://doi.org/10.55873/vfpbkf49

Palabras clave:

aprendizaje autorregulado, competencias educativas, educación secundaria, habilidades cognitivas, motivación escolar

Resumen

El estudio tuvo como objetivo analizar la relación entre las estrategias cognitivas, metacognitivas y socioafectivas de comprensión lectora y el rendimiento académico en estudiantes de secundaria de Tarapoto, Perú. Se desarrolló una investigación cuantitativa, descriptivo-correlacional, con diseño no experimental y transversal. Participaron 70 estudiantes, evaluados mediante un cuestionario y una ficha de observación. Los datos se analizaron mediante estadística descriptiva, chi-cuadrado de Pearson y correlación de Spearman. Los resultados mostraron que el 61,4 % presentó un nivel alto de utilización de estrategias lectoras, destacando las metacognitivas (70,0 %). Se identificó una asociación significativa entre comprensión lectora y rendimiento académico (χ² = 115,378; p < 0,001), así como una correlación global positiva (rho = 0,808; p < 0,001). Las estrategias socioafectivas presentaron la mayor correlación (rho = 0,852). Se concluyó que las estrategias lectoras mantienen una asociación significativa con el desempeño escolar, destacando la dimensión socioafectiva.

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