Creencias Irracionales y Rendimiento Académico en Niños de Básica Primaria

The aim of this study was to determine the relationship between irrational beliefs and academic performance in Colombian primary school students. A quantitative, correlational, cross-sectional, non-experimental study was conducted with 41 primary school children (with ages between eight to twelve years), who were administered the Irrational Beliefs Test (IBT) modified for children by Jones (1980), and the school's academic performance data was used. The results showed a significant negative correlation between irrational beliefs, specifically in the areas of self-demand, emotional irresponsibility, perfectionism and territoriality, and the students' academic performance. The conclusions suggest that irrational beliefs act as limiting factors in children's academic development, affecting how they relate to and interpret the world, and hindering their ability to achieve academic goals. This study contributes to the design of school strategies aimed at improving academic performance by addressing the psychological factors involved.