Self-efficacy and academic experiences with university students

Artículos Self-efficacy and academic experiences with university students Autoeficácia e vivências acadêmicas em estudantes universitários María Andrea Borzone Valdebenito(1  1 Universidad de Concepción, Chile. Abstract The aim of this study was to analyze the relationship between the dimensions of the self-efficacy construct in academic behaviors and academic experiences with undergraduate students. 405 students of Psychology, Engineering and Pedagogy from various Chilean universities participated. The sampling was non probabilistic. The Self-efficacy Scale in Academic Behaviors and the Academic Experiences Questionnaire were applied. Analysis of correlations between variables and canonical correlations were performed. Direct relationships were found between the dimensions of self-efficacy in academic behaviors and academic experiences, except in academic self-efficacy and personal difficulties, where an inverse relationship was found. The findings were consistent with previous studies which refer to correlations between variables. There were three canonical dimensions describing students according to their university studies: real self-efficacy vs. academic experience based on study strategy; communication style and excellence vs. personal and interpersonal style, and general attention vs. assessment of the studies and the institution. Key words: academic self-efficacy; academic experiences; university adaptation Resumo O objetivo deste estudo foi estabelecer as relações existentes entre as dimensões do construto de autoeficácia em comportamentos acadêmicos e vivências acadêmicas de estudantes da graduação de diversas universidades chilenas. Com uma amostra de tipo não probabilística, participaram 405 estudantes de psicologia, engenharia e pedagogia. Aplicaram-se a escala de autoeficácia em comportamentos acadêmicos e o questionário de vivências acadêmicas; após uma análise de correlações e de correlações canónicas entre as variáveis, constataram-se relações diretas entre todas as dimensões de autoeficácia em comportamentos acadêmicos e vivências acadêmicas, exceto nas de autoeficácia acadêmica e dificuldades pessoais, em que a relação foi inversa. Os achados concordam com estudos anteriores no que se refere às correlações entre variáveis; constataram-se três dimensões canónicas que descrevem os estudantes segundo seu curso universitário: autoeficácia real versus vivência acadêmica baseada em estratégia de estudos; estilo de comunicação e excelência versus estilo pessoal e interpessoal; atendimento geral versus valorização do curso e da instituição. Palavras-Chave: autoeficácia acadêmica; vivências acadêmicas; adaptação universitária INTRODUCTION Dropout, adaptation and completion of the studies are interesting topics for universities these days, due to the big impact which all these matters have on the organization and the resource distribution for these institutions. This explains the constant motivation for understanding the factors that facilitate or complicate the completion of university studies. During this process, it is fundamental to obtain proper results to move forward in the subjects of the study program and in such way to complete the higher education process. Admission to the university is a critical stage for the student in his development process, since he is required to autonomously manage his time, critical thinking and skills which are part of the requirements that society demands from professionals. In other words, entering higher education implies a process of transition and incorporation into a new social and academic world that can lead students to experience difficulties or even abandon their studies (Medrano, Galleno, Galera & Del Valle, 2010; Romero & Pérez, 2009). For this reason, adequate facing of academic life requires carrying out behaviors that allow achieving a high academic performance and having the conviction that one's own abilities and competences are sufficient to successfully complete the university studies. Adaptation to university Prior to entering tertiary education, students must develop various skills that facilitate their incorporation and proper functioning within the new level achieved. In addition, they have to face a series of complex tasks or demands, whose implementation implies the development of their identity and, in turn, an adequate adaptation to the context. (Almeida, Ferreira, & Soares, 1999). On the other hand, a young university student must face numerous and complex academic and institutional challenges, teaching and evaluation systems, vocational decision making, use of institutional resources in general, and patterns of interpersonal relations with family, teachers and peers (Righi, Jorge & Dos Santos, 2006). For all the above reasons, adapting to university life is not an easy process. In fact, it is very common during the first three semesters in university to observe a high rate of dropout. This is associated with different factors, such as economical, disorientation related to the studies, low academic performance, teenage pregnancy, family problems and students' perceptions and analysis about university life (Londono, 2009; Abello et al., 2012). Dimensions of adaptation to university Adaptation to university life can be understood as the continuity and completion of studies and comprises three important dimensions: (Almeida, Santos, Dias, Botelho & Ramalho, 1998; Bean & Eaton, 2002; Merdirger, Hines, Lemon &Wyatt, 2005; Abello et al., 2012; Almeida et al., 1999). Personal dimension: Involves appropriate levels of discipline, planning, use of time, tolerance to frustrations and perseverance. University adaptation is associated with the student's confidence in their own abilities, attainment of objectives to pursue in their academic work, positive temperament and adequate use of their own personal resources. Interpersonal dimension: Includes relationships with other people, understood as cognitive processes, behaviors and feelings experienced by the student in an academic context. These aspects can be positive if they are associated with a sense of belonging, recognition and well-being. Contextual dimension: Involves communicative aspects that emerge from the new forms of educational relations and from the members of the institution in general. Also includes the relationship of the student with the university not only as a merely teaching institution, but as a comprehensive experience that provides both academic and recreational spaces which occasionally involve physical health, mental health and spirituals services. Dropout of university studies The dropout or desertion of the educational system takes place when for three consecutive periods, the student voluntary quits their studies and all academic activity scheduled by the institution where they have been enrolled (Bean & Eaton, 2002). The students that (...truncated)