Cognitive Analysis and Evaluation of Academic and Psychosocial Skills After the PERAj Intervention: The UPT Case Study
Abstract
The Peraj program is established as a guidance-based intervention aimed at promoting academic support and emotional assistance for fifth- and sixth-grade elementary school students, through the participation of students from the Universidad Politécnica de Tulancingo. This program is part of a national initiative focused on strengthening the comprehensive development of children in vulnerable situations through the mentor–mentee relationship, implemented across various higher education institutions in Mexico. However, it is important to specify its institutional context in order to better understand its application and scope within the university. This model seeks to generate a positive impact on students’ educational trajectories, and its objective was to evaluate the cognitive development profile and the level of academic skills in a group of children who remained in the program during the 2024–2025 school year. A quantitative, cross-sectional, and descriptive design was employed. The sample consisted of 11 students aged between 10 and 12 years. For this study, the Reynolds Intellectual Assessment Scales (RIAS) was administered, from which the General Intelligence Index (GI) was obtained. The descriptive results showed that participants’ scores fell within the normative range (GI mean = 103.4, SD = 6.94), according to the standardized criteria of the instrument, suggesting a level of cognitive development consistent with their age group. Additionally, the scale was used to assess logical-mathematical aptitude, yielding a mean score of 11.27/20 (SD = 3.79). A strong positive correlation was found between GI and logical-mathematical aptitude (r = .75, p < .008). The results indicate that the Peraj mentoring model is associated with the development of cognitive-academic skills in students, which may be reflected in improved academic performance; however, the cross-sectional design does not allow for establishing causality.
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References
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