Relación entre dimensiones de autoeficacia y metas académicas en estudiantes universitarios con movilidad reducida (Relationship between dimensions of self-efficacy and academic goals in university students with reduced mobility)

Abstract

Desde hace aproximadamente una década se ha constatado un aumento en el número de estudiantes con discapacidad matriculado en las universidades españolas. Esto ha generado un interés por investigar variables como la autoeficacia y las motivaciones académicas de los estudiantes por sus estudios de cara a potenciar su éxito académico. Este estudio pretende detectar la existencia de perfiles de autoeficacia académica en función de la relevancia de cada dimensión de autoeficacia en un grupo de estudiantes universitarios con movilidad reducida. A su vez, pretende explorar si sus metas académicas difieren en base al perfil de autoeficacia académica obtenido. Participaron 82 estudiantes con movilidad reducida de dos universidades de la provincia de Alicante. La Escala de conductas académicas (EACA, 2016) y el Cuestionario de metas académicas (CMA, 1991), fueron administrados a una muestra de 92 estudiantes universitarios con movilidad reducida. El rango de edad fue 18 a 40 años (M = 22.56; DT = 4.89). El método quick cluster analysis identificó tres agrupaciones de autoeficacia académica: un perfil de alta autoeficacia académica, un perfil de baja autoeficacia y un tercer grupo alto en Atención y Excelencia y bajo en Comunicación. A su vez, los ANOVAS indicaron diferencias estadísticamente significativas en las metas académicas de los estudiantes en función de los perfiles de autoeficacia académica. Estos resultados revelan lo importante que es profundizar en la autoeficacia de los estudiantes con el fin de potenciar las metas motivacionales de aprendizaje entre estudiantes con movilidad reducida. Palabras clave: estudiantes con movilidad reducida; universidad; éxito académico; autoeficacia; metas motivacionales Abstract. For about a decade there has been an increase in the number of students with disabilities enrolled in Spanish universities. This has generated an interest in investigating variables such as self-efficacy and the academic motivations of students for their studies in order to enhance their academic success. This study attempts to identify the existence of possible academic self-efficacy profiles based on the relevance of each self-efficacy dimension in a group of university students with functional diversity. At the same time, try to explore if their academic goals differ based on the academic self-efficacy profile obtained. 92 students with functional diversity from two universities in the province of Alicante participated. The Academic Behavior Scale (EACA, 2016) and the Academic Goal Questionnaire (CMA, 1991) were administered to a sample of 82 university students with motor disability. The age range was from 18 to 40 years (M = 22.56; SD = 4.89). The quick cluster analysis method identified three groups of academic self-efficacy: a high academic self-efficacy profile, a low self-efficacy profile, and a third group with high concentrations in Attention and Excellence and low in Communication. In turn, the ANOVAs indicated statistically significant differences in the academic goals of the students based on the profiles of academic self-efficacy. These results reveal how important it is to deepen students' self-efficacy in order to enhance motivational learning goals among students with functional diversity. Key words: students with reduced mobility; college; academic success; self-efficacy; motivational goals.

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