Orientación académica y claridad vocacional en estudiantes de bachillerato

Blanca Patricia Beltrán Vallejo; Evelin María Zamora Huacón; Luis Byron Rivera Solís; Eloisa del Rocío Alvarado Quinto; Cecilia del Rocío Bajaña Chavéz; Katherine Ivette Peñafiel Bajaña

doi:10.70625/rlce/954

Authors

Blanca Patricia Beltrán Vallejo Universidad Casa Grande Author
Evelin María Zamora Huacón Universidad Bolivariana del Ecuador Author
Luis Byron Rivera Solís Universidad Bolivariana del Ecuador Author
Eloisa del Rocío Alvarado Quinto University of Guayaquil Author
Cecilia del Rocío Bajaña Chavéz University of Guayaquil Author
Katherine Ivette Peñafiel Bajaña University of Guayaquil Author

DOI:

https://doi.org/10.70625/rlce/954

Keywords:

Orientación académica, Claridad vocacional, Bachillerato, Elección profesional

Abstract

El estudio tuvo como objetivo analizar la orientación académica y la claridad vocacional en estudiantes de bachillerato de una institución educativa de la ciudad de Guayaquil, provincia del Guayas. Se desarrolló mediante un enfoque cuantitativo, alcance descriptivo, diseño no experimental y corte transversal. La población estuvo conformada por 87 estudiantes y la muestra por 72 participantes seleccionados con criterios de inclusión y exclusión. Se aplicó una encuesta mediante un cuestionario digital de 12 ítems con escala Likert, distribuidos equitativamente entre las dos variables. El análisis se realizó con frecuencias y porcentajes. Los resultados evidenciaron una tendencia moderadamente favorable en la orientación académica, especialmente en la información recibida sobre carreras y en el reconocimiento de habilidades personales. Sin embargo, se observaron limitaciones en el acompañamiento para identificar intereses, utilizar recursos institucionales y definir con claridad una carrera futura. Se concluyó que los estudiantes presentaron avances en su proceso vocacional, aunque todavía requirieron orientación sistemática, personalizada y continua. Se recomendó fortalecer los talleres, la asesoría docente, la participación familiar y la planificación de metas para favorecer decisiones académicas más informadas, autónomas y coherentes con las capacidades e intereses de los estudiantes encuestados.

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