Associations between cognitive, linguistic, and mathematical competencies and sociodemographic variables in colombian students
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https://orcid.org/0000-0002-2357-7289
Abstract
Introduction: Psychopedagogical evaluation across cognitive, linguistic, and logical-mathematical dimensions allows the characterization of students’ academic performance in relation to relevant sociodemographic variables. In Colombia, educational inequities related to gender, age, and socioeconomic status continue to affect students’ overall development. Objective: To analyze the associations between psychopedagogical performance in the cognitive, linguistic, and logical-mathematical dimensions and gender, age, socioeconomic status, and school grade among Colombian students. Methodology: A quantitative descriptive-correlational cross-sectional study was conducted with 116 students aged 11 to 21 years (54.3% female). The EVALÚA Battery was used to assess four performance indices: General Cognitive (IGC), General Reading (IGL), General Writing (IGE), and General Mathematics (IGM). Statistical analyses were performed using SPSS v.25 through Spearman correlations, Mann-Whitney U tests, and Student’s t-tests. Results: An inverse relationship was identified between age and grade level and performance across all evaluated dimensions (IGC, IGL, IGE, and IGM), such that performance tended to decrease as age and school grade increased. In contrast, no significant differences in performance were observed according to gender or socioeconomic status. Furthermore, consistent associations were found among the different performance indicators, particularly between overall performance and its specific dimensions. Conclusions: Associations in psychopedagogical performance were primarily explained by age and school trajectory. Although socioeconomic inequalities were not statistically significant, they reflected socially relevant trends in academic performance. The findings demonstrate the interdependence of cognitive, linguistic, and mathematical skills, supporting integrated pedagogical approaches.
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