Influencia de la felicidad en el rendimiento académico en primaria: importancia de las variables sociodemográficas en un contexto pluricultural

ABSTRACTEmotions have an important impact on our lives. They are an important part of personal, academic and professional success. For this reason, this work has as main objective to analyze the types and levels of Happiness and Academic Achievement, according to age, gender, culture and socioeconomic and cultural, as well as the relationships that could be given between the variables. In this way, we can determine if Happiness, considering the instrument that will be used, appears as an element to be considered and promoted to favor educational development. To make it possible we focused on 764 participants from seven educational centers; 74.2% of the total were Muslims and 25.8% belonged to the Christian religion, 53.2% were male and 46.8% female. The techniques used in this survey were a Happiness questionnaire, as well as the students' grades. The results reflect high levels in Happiness. This variable is influenced in a very different way by the sociodemographic factors of age, gender, culture and socioeconomic and cultural. Academic Achievement is influenced in a very different way by the sociodemographic factors of age, gender, culture and socioeconomic and cultural. There is statistically significant relationship between Happiness and Academic Achievement, being directly proportional. For this reason, consider and enhance emotional states appears as a possible solution in the improvement of academic performance.RESUMENLas emociones tienen un importante impacto en nuestras vidas, puesto que supone una parte importante del éxito personal, académico y profesional. Considerando esta realidad, este trabajo tiene como objetivo fundamental analizar los tipos y niveles de Felicidad y Rendimiento Académico, en función de la edad, género, cultura y estrato socioeconómico, así como contemplar las relaciones que se pudieran dar entre ambas variables, para una población multicultural. De esta manera, se pretende determinar si la Felicidad, considerando el instrumento que se empleará, aparece como un elemento a considerar y potenciar para favorecer el desarrollo educativo. Para ello, se ha contado con 764 participantes, de siete centros en los que se imparte formación perteneciente a la Etapa Primaria. Considerando la cultura, el grupo mayoritario es el de participantes pertenecientes a la cultura-religión musulmana. Estos constituyen el 74.2% de la muestra, mientras que el 25.8% de la misma pertenecía a la cultura-religión cristiana, siendo el 53.2% varones y el resto de la muestra (46.8%) mujeres. Como instrumentos de evaluación se han empleado un cuestionario elaborado para evaluar la Felicidad, junto con las calificaciones del alumnado. Los resultados reflejan niveles altos en Felicidad. Sobre ella influyen la edad, el género,la cultura/religión y el estatus socio-económico-cultural. En Rendimiento influyen la edad, el género, la cultura/religión y el estatus socio-económico-cultural. Se encontraron relaciones estadísticamente significativas con la Felicidad, siendo directamente proporcional al Rendimiento Académico. Por esta razón, considerar y potenciar los estados emocionales aparece como posible solución en la mejora del rendimiento académico.ABSTRACTEmotions have an important impact on our lives. They are an important part of personal, academic and professional success. For this reason, this work has as main objective to analyze the types and levels of Happiness and Academic Achievement, according to age, gender, culture and socioeconomic and cultural, as well as the relationships that could be given between the variables. In this way, we can determine if Happiness, considering the instrument that will be used, appears as an element to be considered and promoted to favor educational development. To make it possible we focused on 764 participants from seven educational centers; 74.2% of the total were Muslims and 25.8% belonged to the Christian religion, 53.2% were male and 46.8% female. The techniques used in this survey were a Happiness questionnaire, as well as the students' grades. The results reflect high levels in Happiness. This variable is influenced in a very different way by the sociodemographic factors of age, gender, culture and socioeconomic and cultural. Academic Achievement is influenced in a very different way by the sociodemographic factors of age, gender, culture and socioeconomic and cultural. There is statistically significant relationship between Happiness and Academic Achievement, being directly proportional. For this reason, consider and enhance emotional states appears as a possible solution in the improvement of academic performance