Effective personality in academic self-efficacy in students of a private university
Effective personality in academic self-efficacy in students of a private universityArticle Sidebar
Main Article Content
Efficacy personality is a key factor in predicting and fostering academic self-efficacy in the university context. This study aimed to analyze the incidence of effective personality on academic self-efficacy in university students. The sample consisted of 132 students from the Professional School of Education and Humanities of a private university. The reliability of the instruments was high, with a Cronbach's alpha of 0.892 for the effective personality variable and 0.901 for academic self-efficacy. The results indicate that the efficacious personality significantly influences academic self-efficacy, with the dimension “responsiveness” being a significant predictor of self-efficacy. This personal style is characterized by active, calm, assertive, independent and confident decision-making, which favors the achievement of academic self-efficacy.
Efficacy personality is a key factor in predicting and fostering academic self-efficacy in the university context. This study aimed to analyze the incidence of effective personality on academic self-efficacy in university students. The sample consisted of 132 students from the Professional School of Education and Humanities of a private university. The reliability of the instruments was high, with a Cronbach's alpha of 0.892 for the effective personality variable and 0.901 for academic self-efficacy. The results indicate that the efficacious personality significantly influences academic self-efficacy, with the dimension “responsiveness” being a significant predictor of self-efficacy. This personal style is characterized by active, calm, assertive, independent and confident decision-making, which favors the achievement of academic self-efficacy.
Downloads
Article Details
Abarca, M., Gómez, M., y Covarrubias, M. de L. (2017). Análisis de los factores que contribuyen al éxito académico en estudiantes universitarios: estudio de cuatro casos de la Universidad de Colima. Revista Internacional de Educación y Aprendizaje, 3(2), 125–136. https://bit.ly/3l8iH5v
Abood, M., Alharbi, B., Mhaidat, F., Gazo, A. (2020). The Relationship between Personality Traits, Academic Self-Efficacy and Academic Adaptation among University Students in Jordan. International Journal of Higher Education, 9(3). https://files.eric.ed.gov/fulltext/EJ1248444.pdf
Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2), 117–148. http://dx.doi.org/10.1207/s15326985ep2802_3
Eysenck, H. J. y Wilson, Glenn. (1975). Know your own personality. London, Penguin Books. https://scholar.google.com/scholar_lookup?title=Know%20your%20own%20personalityypublication_year=1975yauthor=H.J.%20Eysenckyauthor=G.D.%20Wilson
Galleguillos, P. y Olmedo, E. (2017). Autoeficacia académica y rendimiento escolar: un estudio metodológico y correlacional en escolares. Reidocrea, 6(14). https://www.ugr.es/~reidocrea/6-14.pdf
López, N. y Garde, R. (2022). Relación entre rasgos de personalidad, estilos y estrategias de aprendizaje y rendimiento académico en alumnado español adolescente. Estudios Pedagógicos, 48(1), 273-289. https://www.scielo.cl/pdf/estped/v48n1/0718-0705-estped-48-01-273.pdf
Martín del Buey, F., Martín, M. E., Dapelo, B., Pizarro, J. P., Di Giusto, C., Castellanos, S., Guerra, P., y Arnaiz, A. (2015). El constructo personalidad eficaz: últimos avances. Revista de orientación educacional, 29(55), 52–68. http://www.roe.cl/index.php/roe/article/view/60/81
Moraine, P. (2014). Las funciones ejecutivas del estudiante. Mejorar la atención, la memoria, la organización y otras funciones para facilitar el aprendizaje. https://www.casadellibro.com/libro-las-funciones-ejecutivas-del-estudiante-mejorar-la-atencion-la-memoria-la-organizacion-y-otras-funciones-para-facilitar-el-aprendizaje/9788427719699/2273012
Pease, M. A. (2015). El potencial que emerge: cognición, neurociencia y aprendizaje en adolescentes universitarios. http://www.scielo.org.pe/scielo.php?script=sci_nlinksypid=S2307-7999202100020000300047ylng=en
Yupanqui-Lorenzo, D., Mollinedo Flores, F. y Montealegre Echaiz, C. A. (2021). Modelo explicativo de la autoeficacia académica: autorregulación de actividades, afecto positivo y personalidad. Propósitos Y Representaciones, 9(2), e755. https://doi.org/10.20511/pyr2021.v9n2.755