Relación entre autoeficacia y autoatribuciones académicas en estudiantes chilenos

Abstract

r e s u M e n Se analizó la capacidad predictiva de la autoeficacia académica percibida sobre las altas autoatribuciones académicas en una muestra de 874 estudiantes adolescentes chilenos. Se administraron la Escala de Autoeficacia Percibida Específica de Situaciones Académicas y la Escala de Atribución de Sídney. Los análisis de regresión logística revelaron que la autoeficacia académica fue un predictor estadísticamente significativo de las autoatribuciones a la capacidad y al esfuerzo, independientemente del área de conocimiento. Esta relación de predicción fue positiva en situaciones de éxito y negativa ante situaciones de fracaso. La autoeficacia predijo significativamente las autoatribuciones a causas externas en situaciones de éxito académico, en el área de lenguaje y en la suma de las puntuaciones tanto de lenguaje como de matemáticas.Palabras clave autoeficacia académica; autoatribuciones académicas; regresión logística; adolescentes; éxito académico; fracaso académico a b s t r a c t It was analyzed the predictive ability of perceived academic self-efficacy on high academic self-attributions in a sample of 874 adolescents Chilean students. The Escala de Autoeficacia Percibida Específica de Situaciones Académicas (EAPESA) and the Spanish version of Sydney Attribution Scale (SAS) were administrated. Logistic regression analyses revealed that perceived academic self-efficacy was a statistically significant predictor of selfattributions to ability and effort, regardless of the area of knowledge. This predictive relationship was positive in successful situations, and it was negative in failure situations. Academic self-efficacy only significantly predicted self-attributions to external causes in academic success situations in the language area and the total of the scores both language and mathematics.

Students’ Self-Efficacy, Causal Attribution Habits and Test Grades

“…Our findings are consistent with the notion that estimation is a complex process executed under a certain degree of uncertainty regarding the specific demands of the test and the extent to which the knowledge and skills that a learner possesses match such demands [16,41,42]. They are also consistent with earlier findings that poor performers are less accurate and confident in their predictions [13].…”

High Academic Self-Efficacy and Dispositional Empathy in Future Teachers

“…Self-efficacy, in the academic field, is understood as the student's belief in their abilities to undertake those activities that are required of them in the educational context [8,9]. Research in this area has shown that the high-performance levels of adolescents with high perceived academic self-efficacy are often accompanied by high grades and academic success attributable to causes such as ability or effort [9][10][11].…”

Confirmatory Study of the Multidimensional Scales of Perceived Self-Efficacy with Children

“…For example, the associations between children's career self-efficacy expectations, career outcome expectations, and interests could be investigated, thus testing SCCT postulates with younger individuals (Lent et al, 2004). The MSPSE predictive validity could also be tested with longitudinal data assessing if and how selfefficacy for academic, leisure, and extracurricular activities during childhood affect academic and career processes in that same period and later in the lifespan (Bandura et al, 2001;Caprara et al, 2008;García-Fernández et al, 2016).…”