Autoeficacia académica en estudiantes de carreras de la salud de una universidad tradicional chilena
Background: Self-efficacy refers to people’s expectations about personal resources available for goal achievement. Higher self-efficacy expectations are correlated with higher academic performance. Aim: To analyze the psychometric properties of the Academic Behavior Self-Efficacy Scale (...
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| Autores principales: | , , |
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| Lenguaje: | Spanish / Castilian |
| Publicado: |
Sociedad Médica de Santiago
2019
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| Materias: | |
| Acceso en línea: | http://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0034-98872019000700914 |
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| Sumario: | Background: Self-efficacy refers to people’s expectations about personal resources available for goal achievement. Higher self-efficacy expectations are correlated with higher academic performance. Aim: To analyze the psychometric properties of the Academic Behavior Self-Efficacy Scale (ABSES) and to describe Self-efficacy expectations of students from health-related careers. Material and Methods: A non-probabilistic sample of 479 first- and second-year students from Nursing, Physiotherapy, Medicine, Nutrition and Medical Technology in a public university in Chile, answered the ABSES. Results were analyzed by Exploratory Factor Analysis and its reliability was evaluated using Cronbach’s alpha. Also a descriptive analysis and a non-parametric relational analysis were performed. Results: Two factors were identified: Attention and Participation. Attention obtained significantly higher scores than Participation (p < 0.001). Compared to their second-year counterparts, first year students had higher scores in Attention (p < 0.001) and Participation (p < 0.01). Medicine students had higher scores in Participation than students from other careers. Conclusions: A two factor solution was identified for ABSES. Surveyed students had a predominantly passive Self-efficacy, focused in attention. Also, a reduction in self efficacy was noted among second year students. |
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