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P. Rojas Ospina, M. Díaz Rincón, M. De Souza Martins, S. Posada-Bernal

Pontificia Universidad Javeriana (COLOMBIA)
In the university context, students deal multiple task and responsibilities associated with various factors such as study and affective relationships. At the same way, the lifestyles affect positively or negatively the university students in aspects such as health, physical activity, nutrition, interpersonal relationships and academic achievement.

Analyze the lifestyles and academic achievement in students of Children’s Education Program of the Pontificia Universidad Javeriana, Bogotá - Colombia.

Theoretical Framework:
Nowadays, many researchers affirms that lifestyles are behaviors related with habits. Nahas (2013), declare the lifestyles are a whole of habitual actions whose reflect the attitudes, values and opportunities in people’s lives. On the other hand, academic achievement means a measure of evaluations about the student’s abilities, which shows knowledge acquired within the educational process. For Aldana et al (2010), the academic achievement is a multifactorial phenomenon that is possible identified characteristics of the student, the institution and expressions of the student's trajectory. In the university context, lifestyles can be reflected in the academic achievement of students as they have an impact on the different variables associated with the behavior and habits of students in their academic life.

Quantitative descriptive cross-sectional study. Participants: 22 women students of Children’s Education Program, with ages between 18 and 25 years. Instruments and Procedure: For lifestyles, it was applied a self-administered questionnaire “Pentagon of Well-being”, proposed by Nahas (2013) which evaluates the components of lifestyle in fifteen questions divided into five analysis criteria:
1) Nutritional Factors – NF,
2) Physical Activity – PA,
3) Preventive Conduct – PC,
4) Social Relations – SR and
5) Stress Control - SC. For the academic achievement, was designed a questionnaire that includes 13 questions grouped into three analysis criteria:
1) Family Support – FS,
2) Organization Time – OT and
3) Social Circle - SC.

The sample presented for lifestyles a negative index. For NF, 73% (n=16) does not include fruits and vegetables in their daily diet; in PA, 77% (n=18) do not realize regular physical exercise; for SC, 63% (n=14) does not know how to manage their free time and 50% (n=11) is disturbed in a discussion. For PC and SR, a positive index was presented. In the academic achievement, all the factors presented a negative index. In FS, 63% (n=14) the family demands a good academic achievement; OT, 59% (n=13) do not sleep between 7 and 8 hours a day and SC, 54% (n=12) feel that their grades affect their self-esteem.

The results show that there is an incidence between lifestyles in the academic achievement in students of Children’s Education Program. In educational context, family pressure demands for students to obtain good grades, also the students whose not having a proper daily rest is reflected in the management of stress. In consequent, this situation can be related to a poor diet and a sedentary profile that involves an inadequate perception about oneself. At the end, it is necessary to design student support strategies that minimize the effects of these variables.