Percepción de autoeficacia y rendimiento académico en estudiantes de bachillerato

Abstract

El objetivo fue relacionar y comparar la percepción de autoeficacia y el rendimiento académico en estudiantes de bachillerato. Participaron 592 jóvenes adscritos a un bachillerato de una universidad pública, respondieron una ficha de identificación de datos personales, familiares y escolares, así como Escala Autoeficacia en Conductas Académicas (EACA), se recuperó su promedio escolar global del sistema escolar. Se encontró una correlación estadísticamente significativa entre autoeficacia y el rendimiento académico (r=0.409, p=0.0000001). La percepción de autoeficacia media el desempeño académico, actuando como filtro entre las habilidades y logros de los estudiantes.

Emotional Regulation and Academic Performance in the Academic Context: The Mediating Role of Self-Efficacy in Secondary Education Students

“…To our knowledge, no previous studies have directly addressed the mediating role of self-efficacy in the relationship between the other two variables. However, many studies examine these constructs from different perspectives: Alhadabi & Karpinski [57] establish the mediating role played by self-efficacy in the relationship between academic performance and intrinsic academic motivations; Avalos, Oropeza, Ramírez & Palos [58] establish the mediating role of self-efficacy in the relationship between academic skills and achievements. Luberto, Cotton, McLeish, Mingione & Bryan [59] allude to the mediating role played by self-efficacy between emotional regulation and mindfulness techniques; Udavar, Fiori & Bausseron [60] underscore the modulating role of self-efficacy in the relationship between emotional intelligence and academic performance in secondary school students; finally, Alipio [61] establishes the influence of self-efficacy on expectancy-value beliefs concerning academic results.…”

Self-Efficacy, Optimism, and Academic Performance as Psychoeducational Variables: Mediation Approach in Students

“…There are some investigation that examine these variables from different points of view, but no previous investigation have directly addressed the mediating role of self-efficacy in the relationship with optimism and academic performance. Alhadabi and Karpinski (2020) [57] established the mediating role of self-efficacy between more intrinsically oriented academic motivations and school performance; Usher, Li, Butz, and Rojas (2019) [58] reached similar conclusions with a sample of students in different educational tiers; Avalos, Oropeza, Ramírez, and Palos (2018) [46] established the mediating role of self-efficacy in the relationship with academic skills and achievements; Cerezo et al (2019) [59] established a direct correlation between training in self-regulated learning strategies and an increased understanding of said strategies, a relationship in which self-efficacy plays a mediating role. Alipio (2020) [60] alluded to the influence of self-efficacy on value expectancy beliefs about students' academic performance.…”

“…On the other hand, the relation between self-efficacy and academic performance has been paid greater attention in a scholarly context. Some studies establish a direct relationship between these variables; Avalos, Oropeza, Ramírez, and Palos (2018) [46], and Galleguillos and Olmedo (2017) [47] found statistically significant correlations between self-efficacy and academic performance; Castro (2020) [48] drew a similar link in both primary and secondary school contexts.…”