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.
Citas
Adediwura, A. A. (2012). Effect of peer and self-assessment on male and female students’ self-efficacy and self-autonomy in the learning of mathematics. Gender and Behaviour, 10(1), 4492–4508. https://www.ajol.info/index.php/gab/article/view/76744
Adesina, O. O., Adesina, O. A., Adelopo, I., & Afrifa, G. A. (2023). Managing group work: The impact of peer assessment on student engagement. Accounting Education, 32(1), 90–113. https://doi.org/10.1080/09639284.2022.2034023
Aryadoust, V. (2016). Gender and academic major bias in peer assessment of oral presentations. Lan-guage Assessment Quarterly, 13(1), 1–24. https://doi.org/10.1080/15434303.2015.1133626
Asgher, S., Khan, F. U., Murtaza, G., Abid, S., Shabbir, M., Ashraf, S., & Munawar, B. (2023). Factors leading students to academic dishonesty on the university level in Pakistan. Journal of Education and Social Studies, 4(3), 836–843. https://doi.org/10.52223/jess.2023.4344
Backman, E., Quennerstedt, M., Tolgfors, B., & Nyberg, G. (2024). Peer assessment in physical education teacher education – a complex process making social and physical capital visible. Curriculum Studies in Health and Physical Education, 15(3), 278–288. https://doi.org/10.1080/25742981.2023.2256327
Blegur, J., Ma’mun, A., Berliana, Mahendra, A., Saeful Bakhri, R., & Calunsag, B. D. (2024). Enhancing teaching competence of prospective physical education teachers with integrated learning mod-el. Cakrawala Pendidikan: Jurnal Ilmiah Pendidikan, 43(3), 588–608. https://doi.org/10.21831/cp.v43i3.57858
Blegur, J., Subarjah, H., Hidayat, Y., Ma’mun, A., Mahendra, A., Mahardika, I. M. S., & Hardiansyah, S. (2024). Peer-assessment academic integrity scale (PAAIS-24). Emerging Science Journal, 8(2), 513–526. https://doi.org/10.28991/ESJ-2024-08-02-09
Blegur, J., Wasak, M. R. P., & Rosari, R. (2019). Student’s self-confidence restoration with peer mentor-ing strategy. European Scientific Journal, 15(19), 129–148. https://doi.org/10.19044/esj.2019.v15n19p129
Blegur, J., Wasak, M. R. P., Tlonaen, Z. A., & Manggoa, M. A. (2017). Students’ behaviour of indiscipline syndrome in teaching and learning process. Educational Administration Research and Review, 1(2), 72–78. https://doi.org/10.17509/earr.v1i2.21421
Brown, T., Isbel, S., Logan, A., & Etherington, J. (2020). Predictors of academic integrity in undergradu-ate and graduate-entry masters occupational therapy students. Hong Kong Journal of Occupa-tional Therapy, 33(2), 42–54. https://doi.org/10.1177/1569186120968035
Chu, T., Liu, X., Takayanagi, S., Matsushita, T., & Kishimoto, H. (2023). Association between mental health and academic performance among university undergraduates: The interacting role of lifestyle behaviors. International Journal of Methods in Psychiatric Research, 32(1), e1938. https://doi.org/10.1002/mpr.1938
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, mixed methods ap-proaches (4th ed.). California: SAGE.
Dancey, C. P., & Reidy, J. (2020). Statistics without maths for psychology (8th ed.). London: Pearson Education.
Daou, D., Sabra, R., & Zgheib, N. K. (2020). Factors that determine the perceived effectiveness of peer feedback in collaborative learning: A mixed methods design. Medical Science Educator, 30(3), 1145–1156. https://doi.org/10.1007/s40670-020-00980-7
Diego, L. A. B. (2017). Friends with benefits: Causes and effects of learners’ cheating practices during examination. IAFOR Journal of Education, 5(2), 121–138. https://doi.org/10.22492/ije.5.2.06
Divecha, H., & Acharya, V. (2024). Perceptions about positive mental health among university students from Southern India: An occupational perspective. British Journal of Occupational Therapy, 87(1), 15–23. https://doi.org/10.1177/03080226231190312
Double, K. S., McGrane, J. A., & Hopfenbeck, T. N. (2020). The impact of peer assessment on academic performance: A meta-analysis of control group studies. Educational Psychology Review, 32(2), 481–509. https://doi.org/10.1007/s10648-019-09510-3
Eaton, S. E., Pethrick, H., & Turner, K. L. (2023). Academic integrity and student mental well-being: A rapid review. Canadian Perspectives on Academic Integrity, 5(2), 34–58. https://doi.org/10.11575/cpai.v5i2.73748
Eaton, S. E., & Turner, K. L. (2020). Exploring academic integrity and mental health during COVID-19: Rapid review. Journal of Contemporary Education Theory & Research, 4(1), 35–41. https://doi.org/10.5281/zenodo.4256825
Espey, M. (2022). Gender and peer evaluations. The Journal of Economic Education, 53(1), 1–10. https://doi.org/10.1080/00220485.2021.2004277
Fadillah, S. M., & Ha, M. (2024). Using rubrics to enhance accuracy of peer assessment and self-judgment in biology learning. Asia-Pacific Science Education, 10(2), 265–288. https://doi.org/10.1163/23641177-bja10080
Fishman, T. (2014). The fundamental values of academic integrity (2nd ed.). New York: International Center for Academic Integrity.
Gurbanov, E. (2016). The challenge of grading in self and peer-assessment (undergraduate students’ and university teachers’ perspectives). Journal of Education in Black Sea Region, 1(2), 82–91. https://doi.org/10.31578/jebs.v1i2.21
Hyseni Duraku, Z., Davis, H., & Hamiti, E. (2023). Mental health, study skills, social support, and barriers to seeking psychological help among university students: A call for mental health support in higher education. Frontiers in Public Health, 11, 1220614. https://doi.org/10.3389/fpubh.2023.1220614
Iberahim, H., Hussein, N., Samat, N., Noordin, F., & Daud, N. (2013). Academic dishonesty: Why business students participate in these practices? Procedia - Social and Behavioral Sciences, 90, 152–156. https://doi.org/10.1016/j.sbspro.2013.07.076
International Centre for Academic Integrity. (2021). Fundamental values of academic integrity (3rd ed.). New York: International Centre for Academic Integrity. https://academicintegrity.org/images/pdfs/20019_ICAI-Fundamental-Values_R12.pdf
Ivankova, N. V., Creswell, J. W., & Stick, S. L. (2006). Using mixed-methods sequential explanatory de-sign: From theory to practice. Field Methods, 18(1), 3–20. https://doi.org/10.1177/1525822X05282260
Jabbarov, R., Azimzadeh, N., Namazova, G., Abbasova, N., & Guliyev, C. (2024). The impact of mental health on students’ academic performance. South Eastern European Journal of Public Health, 25(S1), 2517–2527. https://doi.org/10.70135/seejph.vi.2488
Jalilzadeh, K., Rashtchi, M., & Mirzapour, F. (2024). Cheating in online assessment: A qualitative study on reasons and coping strategies focusing on EFL teachers’ perceptions. Language Testing in Asia, 14(1), 29. https://doi.org/10.1186/s40468-024-00304-1
Khalil, S., Aqil, F., & Jadoon, N. us S. (2024). Role of academic integrity in the relationship between im-poster phenomenon and mental health among university students. Annals of Human and Social Sciences, 5(3), 403–410. https://doi.org/10.35484/ahss.2024(5-III)38
Langan, A. M., Wheater, C. P., Shaw, E. M., Haines, B. J., Cullen, W. R., Boyle, J. C., Penney, D., Oldekop, J. A., Ashcroft, C., Lockey, L., & Preziosi, R. F. (2005). Peer assessment of oral presentations: Effects of student gender, university affiliation and participation in the development of assessment cri-teria. Assessment & Evaluation in Higher Education, 30(1), 21–34. https://doi.org/10.1080/0260293042003243878
Lester, J. N., Cho, Y., & Lochmiller, C. R. (2020). Learning to do qualitative data analysis: A starting point. Human Resource Development Review, 19(1), 94–106. https://doi.org/10.1177/1534484320903890
Lui, A., & Andrade, H. (2015). Student peer assessment. In Encyclopedia of Science Education (pp. 1003–1005). Dordrecht: Springer Netherlands. https://doi.org/10.1007/978-94-007-2150-0_461
Lukat, J., Margraf, J., Lutz, R., Der Veld, W. M., & Becker, E. S. (2016). Psychometric properties of the positive mental health scale (PMH-scale). BMC Psychology, 4, 8. https://doi.org/10.1186/s40359-016-0111-x
Mokhtari, M., Dehghan, S. F., Asghari, M., Ghasembaklo, U., Mohamadyari, G., Azadmanesh, S. A., & Akba-ri, E. (2013). Epidemiology of mental health problems in female students: A questionnaire sur-vey. Journal of Epidemiology and Global Health, 3(2), 83–88. https://doi.org/10.1016/j.jegh.2013.02.005
Morris, E. J. (2018). Academic integrity matters: Five considerations for addressing contract cheating. International Journal for Educational Integrity, 14(1), 15. https://doi.org/10.1007/s40979-018-0038-5
Mumpuni, K. E., Priyayi, D. F., & Widoretno, S. (2022). How do students perform a peer assessment? International Journal of Instruction, 15(3), 751–766. https://doi.org/10.29333/iji.2022.15341a
Munni, B. E. (2021). Students’ perspective on peer assessment activities: An investigation into the chal-lenges. Dialogics: A Research Journal of English Studies, 1(1), 163–180. https://www.researchgate.net/publication/373439756
Nofziger, A. C., Naumburg, E. H., Davis, B. J., Mooney, C. J., & Epstein, R. M. (2010). Impact of peer as-sessment on the professional development of medical students: A qualitative study. Academic Medicine, 85(1), 140–147. https://doi.org/10.1097/ACM.0b013e3181c47a5b
Norwich, B., Moore, D., Stentiford, L., & Hall, D. (2022). A critical consideration of ‘mental health and wellbeing’ in education: Thinking about school aims in terms of wellbeing. British Educational Research Journal, 48(4), 803–820. https://doi.org/10.1002/berj.3795
Ocampo, J. C. G., Panadero, E., & Díez, F. (2023). Are men and women really different? The effects of gender and training on peer scoring and perceptions of peer assessment. Assessment & Evalua-tion in Higher Education, 48(6), 760–776. https://doi.org/10.1080/02602938.2022.2130167
Ocampo, J. C., Panadero, E., Zamorano, D., Sánchez-Iglesias, I., & Diez Ruiz, F. (2024). The effects of gen-der and training on peer feedback characteristics. Assessment & Evaluation in Higher Educa-tion, 49(4), 539–555. https://doi.org/10.1080/02602938.2023.2286432
Ostafichuk, P. M., & Sibley, J. (2019). Self-bias and gender-bias in student peer evaluation: An expanded study. Proceedings of the Canadian Engineering Education Association (CEEA), 1–8. https://doi.org/10.24908/pceea.vi0.13864
Panadero, E., Romero, M., & Strijbos, J.-W. (2013). The impact of a rubric and friendship on peer as-sessment: Effects on construct validity, performance, and perceptions of fairness and comfort. Studies in Educational Evaluation, 39(4), 195–203. https://doi.org/10.1016/j.stueduc.2013.10.005
Pérez, M. C. I., Vidal-Puga, J., & Juste, M. R. P. (2022). The role of self and peer assessment in higher edu-cation. Studies in Higher Education, 47(3), 683–692. https://doi.org/10.1080/03075079.2020.1783526
Pope, N. K. L. (2005). The impact of stress in self‐ and peer assessment. Assessment & Evaluation in Higher Education, 30(1), 51–63. https://doi.org/10.1080/0260293042003243896
Rahmatillah, R., & Fajrita, R. (2022). Analyzing factors affecting the effectiveness of peer assessment in EFL teaching. Indonesian Journal of Teaching and Teacher Education, 2(2), 82–86. https://doi.org/10.58835/ijtte.v2i2.124
Saana, S. B. B. M., Ablordeppey, E., Mensah, N. J., & Karikari, T. K. (2016). Academic dishonesty in higher education: students’ perceptions and involvement in an African institution. BMC Research Notes, 9(1), 234. https://doi.org/10.1186/s13104-016-2044-0
Schober, P., Boer, C., & Schwarte, L. A. (2018). Correlation coefficients: Appropriate use and interpreta-tion. Anesthesia and Analgesia, 126(5), 1763–1768. https://doi.org/10.1213/ANE.0000000000002864
Shui Ng, W., & Yu, G. (2023). Students’ attitude to peer assessment process: A critical factor for success. Interactive Learning Environments, 31(5), 2967–2985. https://doi.org/10.1080/10494820.2021.1916762
Sousa, F., Alves, T., Gama, S., Jorge, J., & Gonçalves, D. (2024). Studying how social relationships affect peer assessment in an E-learning environment. Learning Environments Research. https://doi.org/10.1007/s10984-024-09505-0
Stentiford, L., Koutsouris, G., & Allan, A. (2023). Girls, mental health and academic achievement: A quali-tative systematic review. Educational Review, 75(6), 1224–1254. https://doi.org/10.1080/00131911.2021.2007052
Stonewall, J. H., Dorneich, M. C., & Rongerude, J. (2024). Evaluation of bias in peer assessment in higher education*. International Journal of Engineering Education, 40(3), 543–556. https://www.ijee.ie/1atestissues/Vol40-3/10_ijee4452.pdf
Teixeira, S., Ferré-Grau, C., Canut, T. L., Pires, R., Carvalho, J. C., Ribeiro, I., Sequeira, C., Rodrigues, T., Sampaio, F., Costa, T., & Sequeira, C. A. (2022). Positive mental health in university students and its relations with psychological vulnerability, mental health literacy, and sociodemographic characteristics: A descriptive correlational study. International Journal of Environmental Re-search and Public Health, 19(6), 3185. https://doi.org/10.3390/ijerph19063185
Topping, K. J. (2009). Peer assessment. Theory Into Practice, 48(1), 20–27. https://doi.org/10.1080/00405840802577569
Townsend, M. H., & Bishop Baier, M. (2020). The effect of gender on team-based learning peer assess-ment in a psychiatry clerkship. Medical Science Educator, 30(1), 601–603. https://doi.org/10.1007/s40670-019-00819-w
Vaillant, G. E. (2012). Positive mental health: Is there a cross‐cultural definition? World Psychiatry, 11(2), 93–99. https://doi.org/10.1016/j.wpsyc.2012.05.006
Vakkou, K. Α., Hovardas, T., Xenofontos, N., & Zacharia, Z. C. (2023). Comparing expert and peer assess-ment of pedagogical design in integrated STEAM education. In O. Noroozi & B. De Wever (Eds.), The Power of Peer Learning: Social Interaction in Learning and Development (1st ed., pp. 121–141). Cham: Springer. https://doi.org/10.1007/978-3-031-29411-2_6
Van Hoe, A., Wiebe, J., Rotsaert, T., & Schellens, T. (2024). The implementation of peer assessment as a scaffold during computer-supported collaborative inquiry learning in secondary STEM educa-tion. International Journal of STEM Education, 11(1), 3. https://doi.org/10.1186/s40594-024-00465-8
Waltzer, T., Samuelson, A., & Dahl, A. (2022). Students’ reasoning about whether to report when others cheat: Conflict, confusion, and consequences. Journal of Academic Ethics, 20(2), 265–287. https://doi.org/10.1007/s10805-021-09414-4
Wigati, I., Lestari, W., & Fithriyah, M. (2023). Gender study: Implementation of peer assessment of women’s scientific attitudes in supporting academic achievement on female students in Indo-nesia (Case study at the Indonesian State Islamic University in Palembang). American Journal of Educational Research, 11(9), 562–567. https://doi.org/10.12691/education-11-9-4
Xiao, Y., & Lucking, R. (2008). The impact of two types of peer assessment on students’ performance and satisfaction within a Wiki environment. The Internet and Higher Education, 11(3–4), 186–193. https://doi.org/10.1016/j.iheduc.2008.06.005
Zhang, J., Peng, C., & Chen, C. (2024). Mental health and academic performance of college students: Knowledge in the field of mental health, self-control, and learning in college. Acta Psychologica, 248, 104351. https://doi.org/10.1016/j.actpsy.2024.104351
Descargas
Publicado
Cómo citar
Número
Sección
Licencia
Derechos de autor 2025 Jusuf Blegur, Andreas J. F. Lumba, Fegie Rizkia Mulyana, Mutmainnah Mutmainnah, Verlanda Yuca, Deasy Yunika Khairun, Atsani Wulansari

Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
Los autores que publican en esta revista están de acuerdo con los siguientes términos:
- Los autores conservan los derechos de autor y garantizan a la revista el derecho de ser la primera publicación de su obra, el cuál estará simultáneamente sujeto a la licencia de reconocimiento de Creative Commons que permite a terceros compartir la obra siempre que se indique su autor y su primera publicación esta revista.
- Los autores pueden establecer por separado acuerdos adicionales para la distribución no exclusiva de la versión de la obra publicada en la revista (por ejemplo, situarlo en un repositorio institucional o publicarlo en un libro), con un reconocimiento de su publicación inicial en esta revista.
- Se permite y se anima a los autores a difundir sus trabajos electrónicamente (por ejemplo, en repositorios institucionales o en su propio sitio web) antes y durante el proceso de envío, ya que puede dar lugar a intercambios productivos, así como a una citación más temprana y mayor de los trabajos publicados (Véase The Effect of Open Access) (en inglés).
Esta revista sigue la "open access policy" de BOAI (1), apoyando los derechos de los usuarios a "leer, descargar, copiar, distribuir, imprimir, buscar o enlazar los textos completos de los artículos".
(1) http://legacy.earlham.edu/~peters/fos/boaifaq.htm#openaccess