<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2616-7964</journal-id>
<journal-title><![CDATA[Horizontes Revista de Investigación en Ciencias de la Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Horizontes Rev. Inv. Cs. Edu.]]></abbrev-journal-title>
<issn>2616-7964</issn>
<publisher>
<publisher-name><![CDATA[CET-BOLIVIA]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2616-79642023000301221</article-id>
<article-id pub-id-type="doi">10.33996/revistahorizontes.v7i29.586</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Ansiedad ante exámenes, rasgos de personalidad, autoconcepto, asertividad y su relación con el rendimiento académico]]></article-title>
<article-title xml:lang="en"><![CDATA[Test anxiety, personality traits, self-concept, assertiveness and their relationship to academic performance]]></article-title>
<article-title xml:lang="pt"><![CDATA[Ansiedade de exame, traços de personalidade, auto-conceito, assertividade e a sua relação com o desempenho académico]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Juárez]]></surname>
<given-names><![CDATA[Ricardo Antonio Armas]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Juárez]]></surname>
<given-names><![CDATA[Hugo Daniel García]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Zuta]]></surname>
<given-names><![CDATA[Jannie Carrol Mendoza]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Salinas]]></surname>
<given-names><![CDATA[Luís Edgardo Cruz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional de Piura  ]]></institution>
<addr-line><![CDATA[Piura ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Cesar Vallejo  ]]></institution>
<addr-line><![CDATA[Chepén ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Nacional de Jaén  ]]></institution>
<addr-line><![CDATA[Jaén ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2023</year>
</pub-date>
<volume>7</volume>
<numero>29</numero>
<fpage>1221</fpage>
<lpage>1234</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_arttext&amp;pid=S2616-79642023000301221&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_abstract&amp;pid=S2616-79642023000301221&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_pdf&amp;pid=S2616-79642023000301221&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La presente investigación tuvo como propósito determinar la relación entre la ansiedad ante los exámenes, los rasgos de personalidad, el autoconcepto y la asertividad con el rendimiento académico. En relación a la metodología se aplicó un diseño explicativo, de campo, utilizando la encuesta como técnica con un instrumento como cuestionario para medir las variables psicológicas fue por medio del cuestionario, aplicándose a una muestra de 79 estudiantes. Se encontró que existe una relación significativa de la ansiedad ante los exámenes, los rasgos de personalidad, el autoconcepto y asertividad con el rendimiento académico en los alumnos. Además existe una relación positiva altamente significativa entre la autoasertividad, el rasgo de afabilidad componente del rasgo de personalidad con el rendimiento académico del alumno y una relación negativa altamente significativa entre el autoconcepto familiar, el rasgo del razonamiento y el rasgo de privacidad de los rasgos de personalidad con el rendimiento académico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The purpose of this research was to know the relationship between test anxiety, personality traits, self-concept, and assertiveness with academic performance. In relation to the methodology, an explanatory, field design was applied, using the survey as a technique and the instrument for the psychological variables was through the questionnaire, applied to a sample of 79 students. It was found that there is a significant relationship between test anxiety, personality traits, self-concept and assertiveness with academic performance in students. In addition, there is a highly significant positive relationship between self-assertiveness, the trait of affability component of the personality trait, with the student's academic performance, and a highly significant negative relationship between family self-concept, the reasoning trait, and the privacy trait of the traits of self-assertion. personality with academic performance.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O objetivo desta pesquisa foi conhecer a relação entre ansiedade de teste, traços de personalidade, autoconceito e assertividade com o desempenho acadêmico. Relativamente à metodologia, foi aplicado um desenho de campo explicativo, utilizando como técnica o inquérito e o instrumento para as variáveis psicológicas foram através do questionário, aplicado a uma amostra de 79 alunos. Verificou-se que existe uma relação significativa entre ansiedade de teste, traços de personalidade, autoconceito e assertividade com o desempenho acadêmico em estudantes. Além disso, existe uma relação positiva altamente significativa entre a autoafirmação, o traço de afabilidade componente do traço de personalidade, com o desempenho acadêmico do aluno, e uma relação negativa altamente significativa entre o autoconceito familiar, o traço de raciocínio e a privacidade traço dos traços de autoafirmação personalidade com desempenho acadêmico.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Ansiedad]]></kwd>
<kwd lng="es"><![CDATA[Asertividad]]></kwd>
<kwd lng="es"><![CDATA[Autoconcepto]]></kwd>
<kwd lng="es"><![CDATA[Rasgos de personalidad]]></kwd>
<kwd lng="es"><![CDATA[Rendimiento académico]]></kwd>
<kwd lng="en"><![CDATA[Anxiety]]></kwd>
<kwd lng="en"><![CDATA[Assertiveness]]></kwd>
<kwd lng="en"><![CDATA[Self-concept]]></kwd>
<kwd lng="en"><![CDATA[Personality traits]]></kwd>
<kwd lng="en"><![CDATA[Academic performance]]></kwd>
<kwd lng="pt"><![CDATA[Ansiedade]]></kwd>
<kwd lng="pt"><![CDATA[Assertividade]]></kwd>
<kwd lng="pt"><![CDATA[Autoconceito]]></kwd>
<kwd lng="pt"><![CDATA[Traços de personalidade]]></kwd>
<kwd lng="pt"><![CDATA[Desempenho acadêmico]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</article>
