Salud mental positiva de las estudiantes y su integridad en la realización de la evaluación por pares: Un estudio de métodos mixtos
DOI:
https://doi.org/10.47197/retos.v68.115953Palabras clave:
Integridad académica, salud mental de las estudiantes, evaluación entre pares, salud mental positivaResumen
Introducción: En la práctica de la evaluación entre pares, se presentan con frecuencia diversos problemas relacionados con la integridad académica en estudiantes mujeres de la carrera de educación física.
Objetivo: El presente estudio tiene como propósito examinar la relación entre la salud mental positiva (Positive Mental Health, PMH) y la realización de evaluaciones entre pares con integridad, mediante un enfoque de métodos mixtos con un diseño secuencial explicativo.
Metodología: Los datos cuantitativos sobre PMH se recolectaron de 31 estudiantes mujeres utilizando la Positive Mental Health Scale de nueve ítems, mientras que los datos sobre integridad académica en la evaluación entre pares se obtuvieron mediante la Peer-Assessment Academic Integrity Scale de 24 ítems. Los datos cualitativos se recogieron de seis participantes a través de entrevistas semiestructuradas basadas en seis guías temáticas, con el fin de explorar las experiencias de las estudiantes al utilizar la PMH para realizar evaluaciones entre pares con integridad.
Resultados: La prueba de correlación de Spearman evidenció una relación positiva y significativa entre la PMH y la integridad en la evaluación entre pares (ρ = 0.634; sig. <0.001). El análisis temático reveló que las experiencias relacionadas con la PMH que favorecen la integridad en la evaluación incluyen: (1) estimular la motivación mediante evaluaciones constructivas, (2) gestionar emociones ante diversas presiones subjetivas, (3) confiar en la capacidad personal para mantener la objetividad en todo momento, y (4) rechazar compromisos con desviaciones académicas.
Discusión: Estos resultados subrayan la importancia de que los docentes consideren el estado de salud mental de sus estudiantes mujeres antes de permitirles participar en procesos de evaluación entre pares, a fin de evitar prácticas evaluativas que carezcan de integridad.
Conclusiones: El fortalecimiento de la salud mental positiva puede constituir una estrategia fundamental para mejorar la integridad académica, especialmente en el contexto de la evaluación entre pares.
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Derechos de autor 2025 Jusuf Blegur, Andreas J. F. Lumba, Fegie Rizkia Mulyana, Mutmainnah Mutmainnah, Verlanda Yuca, Deasy Yunika Khairun, Atsani Wulansari
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