Autoeficacia académica: análisis de estructura interna e invarianza en estudiantes de secundaria de Lima Metropolitana

Flores, Erick Chávez

doi:10.20511/pyr2022.v10n2.1541

Cited by 2 publications

(1 citation statement)

References 19 publications

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“…It was found to have good reliability and psychometric properties, meaning it is a useful tool for measuring perceived self-efficacy in university students. In its last psychometric review, the instrument had a unidimensional structure [38], where indices of its factorial structure (CFI = 0.99; TLI = 0.99; RMSEA = 0.07; SRMR = 0.03) and reliability (α = 0.91; ω = 0.91) were adequate.…”

Section: Instrumentsmentioning

confidence: 99%

Explanatory Model on Academic Self-Efficacy in Engineering Students: Role of Anxiety, Dysthymia, and Negative Affect

et al. 2023

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Students in engineering tend to be loners, making interpersonal relationships and mental health issues more likely to arise. The COVID pandemic caused university students to experience anxiety and depression, which affected their academic performance and self-esteem. However, students’ mental health was rarely evaluated after the pandemic, especially engineering students, who showed higher levels of depression than students from other disciplines. The present study aims to establish an explanatory model of academic self-efficacy based on factors related to mental health, such as anxiety, depression, and negative emotions. The method used was quantitative cross-sectional, and a structural equation modeling was used. A sample of 561 students (54.4% males and 45.6% females) was analyzed. Instruments to measure self-efficacy, negative affect, depression, and anxiety, previously validated and with adequate reliability, were applied. The results showed that a state of anxiety affects academic self-efficacy negatively and directly; depression and negative affect indirectly affect academic self-efficacy mediated by a state of anxiety. These results show that a student with depression problems and a predominance of negative emotions is vulnerable to present anxiety in an academic setting. This anxiety causes his efficacy beliefs to decrease. As a result, he does not feel capable of facing academic challenges.

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Section: Instrumentsmentioning

confidence: 99%

Explanatory Model on Academic Self-Efficacy in Engineering Students: Role of Anxiety, Dysthymia, and Negative Affect

et al. 2023

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Propiedades Psicométricas de la Escala de Autoeficacia Percibida Específica para Situaciones Académicas (EAPESA) en Universitarios del Ecuador

Regatto-Bonifaz,

Viteri-Miranda,

Moreta-Herrera

2023

(EJEP

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Objetivo: Analizar la estructura factorial, la equivalencia de medida, la consistencia interna, la dificultad y la discriminación de la Escala de Autoeficacia Percibida Específica de Situaciones Académicas (EAPESA) en una muestra de universitarios del Ecuador. Método: Se empleó un diseño de carácter instrumental y postulados de la Teoría Clásica de Test (TCT) y de Respuesta al Ítem (TRI). Participantes: 570 estudiantes de universidades públicas ecuatorianas, 76% mujeres y 24% varones, edades entre 17 y 56 años (M= 25.29; DT= 6.5 años). Resultados: Se confirma la validez factorial mediante un modelo de ajuste unifactorial, mostrando invarianza de medida por género. La confiabilidad global y por grupos es elevada, y los ítems demuestran óptima discriminación y dificultad. Conclusión: La EAPESA es un instrumento válido y confiable aplicable a muestras universitarias ecuatorianas.

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Autoeficacia académica: análisis de estructura interna e invarianza en estudiantes de secundaria de Lima Metropolitana

Cited by 2 publications

References 19 publications

Explanatory Model on Academic Self-Efficacy in Engineering Students: Role of Anxiety, Dysthymia, and Negative Affect

Explanatory Model on Academic Self-Efficacy in Engineering Students: Role of Anxiety, Dysthymia, and Negative Affect

Propiedades Psicométricas de la Escala de Autoeficacia Percibida Específica para Situaciones Académicas (EAPESA) en Universitarios del Ecuador

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