Desgaste cognitivo del estudiante en jornadas escolares extendidas: modelización del umbral de aprendizaje sostenido
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https://doi.org/10.56200/mentor.v5i14.12853Palabras clave:
Desgaste cognitivo, aprendizaje sostenido, jornadas escolares extendidas, fatiga mentalResumen
El agotamiento mental estudiantil en jornadas académicas extendidas se asocia con disminución atencional, sobrecarga cognitiva y deterioro del aprendizaje sostenido. La investigación tuvo como objetivo analizar las percepciones de docentes universitarios latinoamericanos sobre el desgaste cognitivo del estudiante en jornadas escolares extendidas. Se desarrolló un estudio cualitativo fenomenológico-interpretativo con participación de 33 docentes universitarios latinoamericanos seleccionados mediante muestreo intencional. Se aplicaron entrevistas semiestructuradas validadas por expertos y analizadas mediante análisis temático con apoyo del software ATLAS.ti, garantizando triangulación interpretativa y rigurosidad analítica. Los resultados evidenciaron desgaste cognitivo progresivo manifestado mediante disminución atencional, fatiga mental y reducción del rendimiento académico. Los docentes identificaron un umbral de aprendizaje sostenido entre la quinta y sexta hora académica, además de estrategias orientadas a reducir agotamiento estudiantil. Se concluye que las jornadas académicas extendidas generan desgaste cognitivo progresivo que limita el aprendizaje sostenido, afectando atención, procesamiento y retención informativa, evidenciando la necesidad de reorganizar tiempos educativos considerando límites neurocognitivos estudiantiles.
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Derechos de autor 2026 Altagracia Gómez Paulino , Wanda Marina Román-Santana , Judith Martínez-Alonzo
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
