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Relación entre autoconcepto, autoeficacia académica y rendimiento académico en estudiantes de salud de Puerto Montt, Chile
Relación entre autoconcepto, autoeficacia académica y rendimiento académico en estudiantes de salud de Puerto Montt, Chile
Authors
Véliz, Alex
Dorner, Anita
Sandoval, Sandra
Dorner, Anita
Sandoval, Sandra
Authors
Date
Datos de publicación:
Keywords
Autoconcepto - Rendimiento académico - Autoeficacia - Estudiantes
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Abstract
Se pretendió verificar si las dimensiones del autoconcepto, la autoeficacia académica y rendimiento académico están relacionados. Participan del estudio 190 estudiantes de salud (M = 20,94, DT = 3,17). Se utilizan en el estudio las Escalas de Autoconcepto AF5 (García y Musitu, 1999), Escala de Autoeficacia Académica General (Torre, 2007) y el promedio de notas de estudiantes de salud, durante el primer semestre de 2015. La confiabilidad y dimensionalidad de las escalas utilizadas es adecuada (los valores van de 0,66 a 0,81). Se correlacionan las dimensiones del autoconcepto, autoeficacia y notas en la universidad. Se constata que las dimensiones académica y emocional del autoconcepto presentan correlaciones positivas moderadas con la escala de autoeficacia académica (r = 0,46, p = 0,000; r = 0,39, p = 0,000, respectivamente). La autoeficacia académica presenta una correlación positiva y moderada con el rendimiento académico (r = 0,43, p = 0,000). Los resultados indicarían que una de las variables que debe trabajarse en la vida universitaria es la autoeficacia académica, la que contribuiría a favorecer el rendimiento académico y los procesos de adaptación a la Educación Superior
It was pretended to verify if the dimensions of self-concept, academic self-efficacy and academic performance are related. 190 health students participated on the study (M = 20,94, DT = 3,17). They are used on the study of AF5 self-concept scales (García y Musitu, 1999), General academic self-efficacy scale (Torre, 2007) and the marks average at the health students during the first semester on 2015. Reliability and dimensionality of the scales which are used is appropriate (values from 0,66 to 0,81). Relates the dimensions of self-concept, self-efficacy and marks in college. It appears that the academic and emotional dimensions of the self-concept presents moderate positive correlations with academic self-efficacy scale (r = 0,46, p = 0,000; r = 0,39, p = 0,000, respectively). Academic self-efficacy presents a positive and moderated correlation with the academic performance (r = 0,43, p =0,000). The results would show that the one of the variables that must be work on university-life is academic self-efficacy, which would help to promote academic performance and the processes at adaptation to higher education
It was pretended to verify if the dimensions of self-concept, academic self-efficacy and academic performance are related. 190 health students participated on the study (M = 20,94, DT = 3,17). They are used on the study of AF5 self-concept scales (García y Musitu, 1999), General academic self-efficacy scale (Torre, 2007) and the marks average at the health students during the first semester on 2015. Reliability and dimensionality of the scales which are used is appropriate (values from 0,66 to 0,81). Relates the dimensions of self-concept, self-efficacy and marks in college. It appears that the academic and emotional dimensions of the self-concept presents moderate positive correlations with academic self-efficacy scale (r = 0,46, p = 0,000; r = 0,39, p = 0,000, respectively). Academic self-efficacy presents a positive and moderated correlation with the academic performance (r = 0,43, p =0,000). The results would show that the one of the variables that must be work on university-life is academic self-efficacy, which would help to promote academic performance and the processes at adaptation to higher education