El afecto positivo y negativo como predictores del rendimiento académico universitario: una revisión sistemática y metaanálisis
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El afecto positivo y negativo son dimensiones emocionales clave para comprender los procesos de aprendizaje y el rendimiento académico en estudiantes universitarios. Este estudio presenta una revisión sistemática y un metaanálisis de la evidencia empírica publicada entre 2015 y 2025 sobre la asociación entre afecto y rendimiento académico en la educación superior. Siguiendo las directrices PRISMA, se incluyeron 14 estudios. Los resultados mostraron que el afecto positivo presenta una dirección del efecto clara y consistente, con una asociación moderada y estadísticamente significativa con el rendimiento académico (r = .27, IC del 95 % [.12, .41], I² = 90.91 %). En contraste, el afecto negativo presenta una dirección del efecto inconsistente y una asociación débil y no significativa (r = –.11, IC del 95 % [–.28, .07], I² = 95.45 %). Los análisis de moderación que han examinado las características metodológicas a nivel de estudio (tipo de medida del afecto, tipo de medida del rendimiento académico y diseño del estudio) no identificaron moderadores estadísticamente significativos, y las diferencias entre subgrupos desaparecieron al aplicar modelos de meta-regresión. Ambos metaanálisis mostraron alta heterogeneidad (I² > 90 %), pero solo el afecto positivo evidenció una asociación significativa con el rendimiento académico. Estos resultados subrayan la necesidad de medidas afectivas más precisas, diseños de investigación longitudinales y sensibles al contexto, así como prácticas docentes que integren explícitamente la dimensión afectiva en el contexto de aprendizaje universitario.
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