Percepciones en torno a los hábitos y técnicas de estudio y su incidencia en el rendimiento académico de estudiantes universitarios

Abstract

This paper systematizes a qualitative research experience aimed at analyzing perceptions regarding study habits and techniques and their impact on the academic performance of university students majoring in Psychology. The project arose in response to concerns about low levels of academic performance and the psychosocial factors that could be influencing this phenomenon. The study worked with a purposive sample of five Psychology students, who were interviewed in-depth. The methodology followed a qualitative approach with a design that systematized the experiences. The information was categorized and analyzed for each case, focusing on the personal histories and specific circumstances of each participant. Key findings included a lack of clear study routines, inconsistent application of methods, and the significant influence of family and social environments. Signs of anxiety, demotivation, and frustration with academic demands were also observed. However, some stories demonstrated adaptability, selfregulation strategies, and positive changes in academic performance. The study demonstrated that academic performance is the result of various personal and contextual factors. This experience underscores the need for institutional support that considers both the academic and emotional aspects of university students.