Self-efficacy and academic experiences with university students

Acta.colomb.psicol. 20 (1): 275-283, 2017 http://www.dx.doi.org/10.14718/ACP.2017.20.1.13 Autoeficacia y vivencias académicas en estudiantes universitarios María Andrea Borzone Valdebenito*. Universidad de Concepción, Chile. Referencia: Borzone Valdebenito M.A. (2017). Autoeficacia y vivencias académicas en estudiantes universitarios. Acta Colombiana de Psicología, 20(1), 275-283. DOI: 10.14718/ACP.2017.20.1.13 Recibido, julio 29/2016 Concepto de evaluación, noviembre 8/2016 Aceptado, diciembre 4/2016 Resumen El objetivo de este estudio fue establecer las relaciones existentes entre las dimensiones del constructo de autoeficacia en conductas académicas y vivencias académicas de estudiantes de pregrado de diversas universidades chilenas. Con un muestreo de tipo no probabilístico, participaron 405 estudiantes de psicología, ingeniería y pedagogía. Se aplicó la escala de autoeficacia en conductas académicas y el cuestionario de vivencias académicas, y tras un análisis de correlaciones y de correlaciones canónicas entre las variables, se encontraron relaciones directas entre todas las dimensiones de autoeficacia en conductas académicas y vivencias académicas, excepto en las de autoeficacia académica y dificultades personales, en donde la relación fue inversa. Los hallazgos concuerdan con estudios previos en lo que se refiere a las correlaciones entre variables; y se encontraron tres dimensiones canónicas que describen a los estudiantes según su carrera universitaria: autoeficacia real vs. vivencia académica basada en estrategia de estudios; estilo de comunicación y excelencia vs. estilo personal e interpersonal; y atención general vs. valoración de la carrera y de la institución. Palabras clave: Autoeficacia académica, vivencias académicas, adaptación universitaria. Self-efficacy and academic experiences with university students 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. * Educational Psychology Master’s Program, Universidad de Concepción, Chile. María Andrea Borzone Valdebenito, Víctor Lamas 1290, Concepción, Chile. . This Project had the support of CONICYT through the Advanced Capital Program 79090016 and the FONDECYT Project 1161502 Explanatory model of continuity and dropout of university studies, based on cognitive-motivational processes. 276 María Andrea Borzone Valdebenito Autoeficácia e vivências acadêmicas em estudantes universitários 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 canônicas 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 canônicas 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 (...truncated)