Vol. 6 (2022): Publicación continua
E) Procesos de formación y actores de la educación

The relevance of institutional identity in academic achievement

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  • Martha Patricia Gutiérrez Tapia,
  • Jaime Fuentes Balderrama,
  • Alejandra del Carmen Domínguez Espinosa
Martha Patricia Gutiérrez Tapia
Instituto Politécnico Nacional, México
Bio
Jaime Fuentes Balderrama
Universidad de Texas en Austin, Estados Unidos de América
Bio
Alejandra del Carmen Domínguez Espinosa
Universidad Iberoamericana, Ciudad de México
Bio
Portada-6
DOI: https://doi.org/10.33010/recie.v6i0.1702

Published 2022-12-31

Keywords

  • Rendimiento académico,
  • autoeficacia,
  • identidad institucional,
  • impulsividad,
  • bachillerato
  • Academic average grade,
  • self-efficacy,
  • institutional identity,
  • impulsiveness,
  • high school

How to Cite

Gutiérrez Tapia, M. P., Fuentes Balderrama, J., & Domínguez Espinosa, A. del C. . (2022). The relevance of institutional identity in academic achievement. RECIE. Revista Electrónica Científica De Investigación Educativa, 6, e1702. https://doi.org/10.33010/recie.v6i0.1702

Copyright (c) 2022

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

Abstract

This study examined relationships between self-efficacy, impulsiveness, neuroticism, extraversion, openness, and institutional identity with the academic performance in a sample of 725 high school students belonging to the National Polytechnic Institute in Mexico City. A Path Analysis model was specified using neuroticism, extraversion, openness, impulsivity, and self-efficacy as exogenous variables that present direct effects on institutional identity and academic average grade. The mediating effect of institutional identity on academic average grade was also tested for each of the exogenous variables. Our results indicate participant behaviors cannot be fully explained without analyzing the social aspects in an institution. Institutional identity provides an additive effect on the academic average grade when mediating self-efficacy and neuroticism, while it manages to rectify the direct and detrimental effect of extraversion on the academic average grade. This study exhibited how institutional identity is a mediator through the sense of belonging, loyalty, pride and prestige experienced by students, which offers support to guide, reflect, solve problems, achieve their goals and helps predict academic performance.

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