Abstract:

The Escuela Politécnica Nacional (EPN) from Ecuador is one of the most important educational institutions of the country. In the last year, among its main achievements was to move from the position 151 on the 2017 to 126 in the year 2019 and it is estimated by 2020 to be ranked in the position 98, as indicated in the QS Latin American University Ranking. However, the percentage of the students, who pass the initial knowledge leveling courses, was 15.62% of the first time they enroll, increasing to 38.20% in their second enrollment opportunity. One of the most affected groups in both approval and attrition are students who belong to vulnerable groups, constituting 24% of the total number of students at the EPN.

This research aimed to analyze and compare cognitive-affective and behavioral psychological skills from a total of 1005 students who entered the EPN leveling course in the first semester of the year 2019, which was constituted by two population groups or segments formed by: 218 students belonging to vulnerable groups and 787 students belonging to non-vulnerable groups. For this, comparations calculations were performed using statistical analysis.

The results show that students belonging to vulnerable groups have a higher level of discouragement and disorganization, greater distraction in classes, greater distrust of their abilities, greater perception of job saturation and more disinterest compared to their colleagues who are not part of vulnerable groups. However, there were better perceptions in relation to being considered a good student, as well as in relation to their discipline and perfectionism. These results are part of inputs for a priority work policy and directed with these groups, verifying that motivational aspects and social skills are fundamental elements for student success.

Keywords:

Vulnerable, students, psychological abilities, self-control skills.