Distorsiones cognitivas y rendimiento académico en adolescentes escolarizados en Colombia

Distorsiones cognitivas y rendimiento académico en adolescentes escolarizados en Colombia Cognitive distortions and academic performance in school adolescents in Colombia

The objective of this research was to establish the relationship between cognitive distortions and academic performance in a group of high school students. It was carried out using a methodology based on the quantitative approach, non-experimental design, cross section, with correlational scope and intentional sampling. The instrument applied to the participants was the Automatic Thoughts Inventory and the database provided by the educational institution was used, which contained the academic averages of the students during the first school period. The sample consisted of 105 students with ages ranging between 14 and 17 years. Regarding the data analysis, it was carried out through descriptive statistics by implementing the SPSS program, then the correlational analysis was carried out through the R-Pearson statistical formula. In the results obtained, it was reflected that, in terms of cognitive distortions, the distortions with the highest average were: Fallacy of divine reward, shoulds and selective abstraction. Regarding academic performance, it was identified that 13.3% of the students are located at a low academic performance level and 86.6% basic, which indicates that although the students are located at insufficient performance levels, the majority they process the information obtained adequately without generating distortion of the situations that arise in their context. Finally, it was concluded that there is no significant correlation between cognitive distortions and academic performance, which could be explained by multiple contextual and individual factors.