出版社：Asociación Nacional de Psicología Evolutiva y Educativa de la Infancia Adolescencia Mayores y Discapacidad
摘要：ACADEMIC EXPECTATIONS AND PLANNING. KEYS TO THE INTERPRETATION OF FAILURE AND ACADEMIC ABANDONMENTAcademic expectations represent what students expect to achieve during their training. They are linked to previous experiences and events, in accordance with which forecasts about what will happen are made. If the expected events occur, the foreseen behavior will be carried out, such that expectations influence behavior and play an adaptive role of adjustment or maladjustment to academic reality. Planning has been defined as a hierarchical process that can control the order in which one performs a sequence of operations. The plan controls human information processing and the essential patterns of connections between knowledge, evaluation, and action. Academic adaptation in the different learning contexts is influenced by personal, academic, and social factors that cause many students to perceive many difficulties and make their adaptation more difficult. These students’ adaptation is still more difficult when the perceived difficulties are accompanied by their few coping strategies and by lack of support from the institutions. From a multi-dimensional conception of academic expectations (training for employment, personal and social development, student mobility, political/citizen involvement, social pressure, quality of training, and social interaction), a predictive model has been established in freshmen university students, with planning as a predictor of these expectations. The obtained predictive model provides an approach to the relationship between the strategies of problem solving, life goals, and academic expectations of freshman university students, which constitute key pieces in their academic success. At the same time, it allows a possible interpretation of academic failure and academic dropout, as well as of learning difficulties and problems adapting to the university context, and to other contexts and educational stages.
关键词：trastorno con déficit de atención y/o hiperactividad; dificultades de aprendizaje en las matemáticas; resolución de problemas aritméticos; procesos cognitivos.
