Efecto de la simulación háptica en la autoeficacia académica de odontólogos en formación

La simulación es un recurso ampliamente utilizado en los procesos formativos en odontología, especialmente para adquirir destrezas motrices y potencialmente en el desarrollo de la autoeficacia. Objetivo: Evaluar el efecto de la simulación háptica en la autoeficacia académica de odontólogos en formación. Materiales y métodos: Este estudio se centró en estudiantes de un curso de anticipación disciplinar (n=134). Se aplicó la escala de autoeficacia general después de dos actividades de tallado con apresto tradicional, mediadas por una sesión de tallado con simulación háptica. Resultados: Al determinar el rol de las dimensiones de autoeficacia en dos actividades de simulación tradicional (ABT1 y ABT2), mediadas por la háptica se obtuvo un promedio de ABT1: x̄=3,27 (n=123) y de ABT2: x̄=3,20 (n=105). De los diez ítems de la escala, hubo diferencia estadística respecto a la disminución del grado de autoeficacia en el Nº1 (p=0,05) y Nº6 (p=0,01). Conclusiones: Se puede establecer que, al utilizar un simulador háptico de manera complementaria a las de apresto tradicional, la intervención influye en la autoeficacia, puesto que se adquiere mayor conciencia de las complejidades asociadas, debiendo desafiar su propia autorregulación para hacerles frente.

Simulation is a widely used resource in dental training processes, especially to acquire motor skills and potentially in the development of self-efficacy. Objective: To evaluate the effect of haptic simulation in the academic self-efficacy of dentists in training. Materials and methods: This study focused on students of a curricular anticipatory course (n=134). The general self-efficacy scale was applied after two carving activities with a traditional approach, complemented by a carving session with haptic simulation. Results: When determining the role of the self-efficacy dimensions in two traditional simulation activities (ABT1 and ABT2) complemented by haptics, we obtained an average of ABT1: x̄=3,27 (n=123) and ABT2: x̄=3,20 (n=105). Of the ten items of the scale, there was a statistical difference regarding the decrease in the degree of self-efficacy in Nº1 (p=0,05) and Nº6 (p=0,01). Conclusions: It can be established that complementing traditional training with a haptic simulator influences self-efficacy, since the students become more aware of the associated complexities, and need to challenge their own self-regulation to deal with them.

Propiedades psicométricas de la Escala Multidimensional de Autoeficacia Infantil / Psychometric properties of the Multidimensional Scale of Child Self-efficacy

Resumen La autoeficacia se asocia con mejores habilidades sociales, menores niveles de agresividad y con un mejor desempeño escolar. Por este motivo, disponer de instrumentos válidos para su medición es fundamental en el ámbito escolar. El presente estudio tuvo como objetivo el análisis de las propiedades psicométricas de la Escala Multidimensional de Autoeficacia Infantil (EMA-infantil, Oros, 2017) en una muestra de 225 estudiantes ecuatorianos con una media de edad de 9.97 años. Se realizó un análisis de ítems y se encontró que el ítem 3 y el factor deportivo de la autoeficacia presentaban bajos índices de discriminación y de relación ítem-resto de la prueba. Se continuó con un análisis factorial confirmatorio en el cual se encontró que el ítem 3 no carga bien dentro del factor autoeficacia social y que los ítems de la autoeficacia deportiva presentaban bajas cargas factoriales y residuos superiores a lo esperado (RMSEA y RMSR > .07). Por ello, se analizó la posibilidad de un modelo de dos factores, sin tomar en cuenta los ítems de autoeficacia deportiva y removiendo el ítem 3, con el que se obtuvieron buenos índices de ajuste TLI = .96 y residuos RMSEA = .04, RMSR = .05. Los índices de fiabilidad para cada factor fueron: Académica = .84, Social = .85, y Deportiva = .6. Los resultados obtenidos muestran que la escala EMA es un instrumento válido en la medición de la autoeficacia académica y social. Sin embargo, no se recomienda el uso de la escala deportiva por sus pobres propiedades psicométricas.

Abstract Self-efficacy is associated with better social skills, lower levels of aggressiveness and better school performance. For this reason, having valid instruments for its measurement is essential in the school environment. The objective of this study was to analyze the psychometric properties of the Multidimensional Child Self-Efficacy Scale (EMA-infantil, Oros, 2017) in a sample of 225 Ecuadorian students with a mean age of 9.97 years. An analysis of items was performed, finding that item 3 and the sports factor of self-efficacy had low discrimination rates and item-rest of the test ratio. A confirmatory factor analysis was continued in which it was found that item 3 does not load well within the social self-efficacy factor, the items of sports self-efficacy had low factor loads and residuals higher than expected (RMSEA and RMSR > .07). Therefore, the possibility of a two-factor model was analyzed without taking into account the sport self-efficacy items and removing item 3, obtaining good adjustment indices TLI = .96 and residuals RMSEA = .04, RMSR = .05. The reliability indices for each factor were: Academic = .84, Social = .85, and Sports = .6. The results obtained show that the EMA scale is a valid instrument in the measurement of academic and social self-efficacy, however, the use of the sports scale is not recommended due to its poor psychometric properties.

A social cognitive perspective on occupational identity development in college students

Occupational identity is a central concept of career development, by providing a sense of direction and meaning across career development. This study aimed to examine how this concept can be associated with career processes through model formed by a set of socio-cognitive factors. The participants were 358 college students at a Brazilian university who completed measures of occupational identity, environmental supports and barriers, self-efficacy, goal progress, and academic satisfaction. Analysis indicates that the occupational identity status was partially well predicted by the combination of self-efficacy to cope with barriers, supports, academic satisfaction, and goal progress. These results highlight that students with a positive sense of competencies to deal with barriers and adequate levels of academic satisfaction would easily establish an occupational identity. (AU)

A study on the correlation among clinical ability, professional commitment, and academic self-efficacy of nursing undergraduate interns / 中华医学教育探索杂志

Objective:To understand the current situation of clinical ability, professional commitment, and academic self-efficacy of undergraduate nursing interns, explore the correlation among them, and provide theoretical basis for improving the clinical competence of undergraduate nursing students.Methods:The method of convenient sampling was adopted to select 325 nursing undergraduates who had internships in a three-A hospital from July 2018 to July 2020 as the research objects. General data questionnaire, nursing mini-clinical exercise assessment scale, college student professional commitment survey scale and academic self-efficacy scale were used to investigate and evaluate the students at the end of their practice. SPSS 19.0 was used to conduct Pearson correlation analysis and multiple stepwise regression analysis.Results:The total scores of clinical ability, professional commitment and self-efficacy were (51.46±7.64) points, (88.11±5.02) points and (74.20±7.95) points respectively. The results of correlation analysis showed that the clinical ability of nursing undergraduates was significantly positively correlated with professional commitment and academic self-efficacy ( P<0.05). The multiple stepwise regression analysis further showed that the latter two factors had a positive predictive effect on clinical ability, and professional commitment was the strongest factor. Conclusion:Clinical practice teaching should pay attention to the cultivation of the professional commitment and academic self-efficacy of nursing undergraduates and thus promote the development of their clinical ability.

The mediating effect of academic self-efficacy on professional identity and learning engagement in college students / 中华行为医学与脑科学杂志

Objective:To investigate the relationship between professional identification and learning engagement, as well as the role of academic self-efficacy as a mediating factor between ideological and political education majors.Methods:Totally 441 students majoring in ideological and political education were collected from four local universities by cluster sampling method, and professional identity scale, learning engagement scale and academic self-efficacy scale were used for investigation. SPSS 26.0 was used for descriptive analysis and correlation analysis, and AMOS 24.0 was used to conduct structural equation modeling and Bootstrap mediating effect test.Results:The scores of professional identity, academic self-efficacy and learning engagement were (3.854±0.515), (3.496±0.426) and (4.900±0.899). Professional identity was positively correlated with learning engagement ( r=0.658, P<0.01), professional identity was positively correlated with academic self-efficacy ( r=0.735, P<0.01), academic self-efficacy was positively correlated with learning engagement ( r=0.756, P<0.01). Academic self-efficacy played partial mediating role in the relationship between professional identity and learning engagement(effect value=0.266, 95% CI=0.178-0.404), accounted for 63.64% of the total effect. Conclusion:Professional identity can directly affect college students' learning engagement, and also indirectly affect learning engagement through academic self-efficacy.

Percepção de autoeficácia acadêmica e contexto escolar: o que dizem os estudantes do ensino médio? / Perception of academic self-efficacy and school context: what do high school students say? / Percepción de autoeficacia académica y contexto escolar: ¿qué dicen los estudiantes de la secundaria?

A crença de autoeficácia é um dos mecanismos centrais para avaliar as representações dos estudantes quanto a suas capacidades de organizar e realizar as ações necessárias para obter um bom desempenho acadêmico. Sendo assim, este estudo de caso qualitativo objetivou analisar os possíveis impactos das variáveis do contexto escolar sobre as crenças de autoeficácia acadêmica. Participaram do estudo 15 estudantes, do 1º ao 3º ano do ensino médio, de uma escola pública do interior de São Paulo. O instrumento utilizado foi uma entrevista semiestruturada. Os resultados obtidos possibilitaram a identificação de três categorias de análise: autoeficácia acadêmica percebida e as variáveis escolares para sua promoção e manutenção; autoeficácia para a participação e o protagonismo na vida escolar; e autoeficácia para a aquisição dos conhecimentos escolares. Esses achados possibilitaram compreender que os estudantes possuem uma crença de autoeficácia positiva quanto ao julgamento mais global das vivências acadêmicas. Entretanto, demonstram esbarrar em divergências com o ambiente e as possibilidades dispostas para que exerçam o desempenho almejado.(AU)

The belief in self-efficacy is one of the central mechanisms for evaluating students' representations of their ability to organize and perform the necessary actions to achieve good academic performance. Thus, this qualitative case study aimed to analyze the impacts of the school context on academic self-efficacy beliefs. Data were collected by means of semi-structured interviews conducted with 15 students from the first to the third high school year of a public school in the countryside of São Paulo. Data were divided into three analytical categories: perceived academic self-efficacy and school variables that act for its promotion and maintenance; self-efficacy for participation and prominence in school life; and self-efficacy for the acquisition of school knowledge. The results indicate that students have a positive self-efficacy belief about the overall academic experiences, but that they often stumble upon divergencies between the school environment and the opportunities for achieving the desired performance.(AU)

La creencia en la autoeficacia es uno de los mecanismos centrales para evaluar las representaciones de los estudiantes en cuanto a sus capacidades de organizar y realizar las acciones necesarias para obtener un buen desempeño académico. Este estudio de caso cualitativo tuvo como objetivo analizar los impactos que las variables del contexto escolar pueden desempeñar sobre las creencias de autoeficacia académica. Participaron en el estudio 15 estudiantes del 1.º al 3.º año de la secundaria de una escuela pública en el estado de São Paulo. El instrumento utilizado en la investigación fue entrevista semiestructurada. Los resultados obtenidos posibilitaron identificar tres categorías de análisis: autoeficacia académica percibida y variables escolares para su promoción y mantenimiento; autoeficacia en la participación y el protagonismo en la vida escolar; y autoeficacia en la adquisición de conocimientos escolares. Tales hallazgos revelaron que los estudiantes tienen una creencia de autoeficacia positiva en cuanto al juicio más global de las vivencias académicas. A pesar de que demuestran encontrar divergencias entre el ambiente y las posibilidades dispuestas para ejercitar el desempeño a que aspiran.(AU)

Ítem único de autoeficacia académica: evidencias adicionales de validez con el modelo Big Five en estudiantes universitarios / Single item academic self-efficacy: Further Validity Evidences with Big Five Model in College Students / Item único de autoeficácia acadêmica: evidências adicionais de validade com o modelo dos cinco grandes fatores

El objetivo fue verificar si el ítem único de autoeficacia académica (IUAA) presenta validez convergente por su relación con los cinco grandes factores de personalidad (5GF) en 450 estudiantes universitarios (61.1% mujeres; Medad = 20.9; DEedad = 2.6) de una universidad privada de Chiclayo (Perú). Además del IUAA, fue empleado el Big Five Inventory-15p para evaluar los 5GF mediante 15 ítems (tres ítems por factor). Las hipótesis de investigación fueron contrastadas utilizado el ANOVA de una vía, agrupando a los estudiantes según su respuesta en el IUAA. Los resultados indican que el rasgo con mayores diferencias entre los grupos fue responsabilidad, seguido por apertura y extraversión. Además, los grupos no difieren sustancialmente en los rasgos afabilidad y neuroticismo. Pese a las limitaciones, el IUAA es una medida apropiada para valorar la autoeficacia académica en estudiantes universitarios. (AU)

The aim of the study was to evaluate if the academic self-efficacy single-item (IUAA) has convergent validity by its relationship with the Big Five personality traits (5BF) in 450 university students (61.1% female; Mage = 20.9; SDage = 2.6) from a private college in Chiclayo (Peru). Besides the IUAA, we used the Big Five Inventory-15p (BFI-Sp) to assess the 5BF with 15 items (three items per factor). The research hypothesis was tested using a one-way ANOVA, with students' grouping according to their IUAA response. The results show conscientiousness as the trait with higher differences between groups, followed by openness and extraversion. Additionally, the groups do not differ substantially in agreeableness or neuroticism. Despite the limitations, the IUAA is an appropriate measure to assess academic self-efficacy in college students. (AU)

O objetivo foi verificar se o item único de autoeficácia acadêmica (IUAA) possui validade convergente devido à relação com os cinco grandes fatores de personalidade (5GF) em 450 universitários (61,1% mulheres, Midade = 20,9, DPidade = 2,6) de uma universidade privada de Chiclayo (Perú). Além do IUAA, o Inventário Big Five -15p foi utilizando para avaliar o 5GF com 15 itens (três itens por fator). As hipóteses de pesquisa foram contrastadas usando o one-way ANOVA, agrupando os alunos de acordo com a resposta deles no IUAA. Os resultados indicam que o traço com maiores diferenças entre os grupos foram responsabilidade, seguida de abertura e extroversão. Além disso, os grupos não diferem substancialmente em características de agradabilidade e neuroticismo. Apesar das limitações, o IUAA é uma medida apropriada para avaliar a autoeficácia acadêmica em estudantes universitários. (AU)

Some correlates of academic dishonesty among undergraduates in Ogun state, Nigeria / Algunas correlaciones de deshonestidad académica entre estudiantes universitarios en el estado de Ogun, Nigeria

The purpose of the study is to examine factors associated with academic dishonesty among serial-academically frustrated students in Ogun State, Nigeria. Two hundred and fifty undergraduates registered with the academic empowerment programme at a private university in Nigeria were purposively selected for this study. The ages of the participants ranged from 17 to 21 years. Both the independent and dependent variables were measured with standardised instruments. The results showed that the independent variables jointly and relatively had significant influence on academic dishonesty among the sampled undergraduates. The result also showed gender difference in academic self-efficacy, locus of control and academic dishonesty but had no significant difference on motivation and academic dishonesty among male and female respondents. Implications for this study include the need to encourage character strength and development for enhancing the overall positive classroom behaviours, which eventually lead to successful academic achievement. University school counsellors should be saddled with the responsibility of nurturing the healthy development of all students.

El propósito de este estudio es examinar algunos factores (autoeficacia académica, motivación, lugar de control y género) asociados con la deshonestidad académica. Se seleccionaron 250 participantes de ambos sexos (76% hombres y 24% mujeres) de edades comprendidas entre 17 y 21 años utilizando la técnica de muestreo intencional. Los instrumentos utilizados fueron la escala general de autoeficacia, la escala de motivación académica, la escala de locus de control académico y la escala de deshonestidad académica. Se realizaron coeficientes de correlación, análisis de regresión y pruebas t. Autoeficacia académica, locus de control y motivación relacionada con la deshonestidad académica. Hubo una diferencia de género en la autoeficacia académica, el lugar de control y la deshonestidad académica. Los resultados y las implicaciones se discuten más a fondo.

Perfil sociodemográfico y académico en estudiantes universitarios respecto a su autoeficacia académica percibida / Profile socio-demographic and academic in university students regarding their perceived academic self-efficacy

Resumen Objetivo: Identificar el nivel de autoeficacia académica percibida en los estudiantes de una ins titución de educación superior del Estado de Durango, México y determinar el perfil sociode mográfico y académico de los estudiantes, en relación a su autoeficacia académica percibida. Método: El estudio se desarrolló bajo el enfoque cuantitativo de investigación, de diseño no experimental y transeccional, participando el total de la población estudiantil que cursa planes de estudio bajo el modelo de competencias profesionales, siendo 182 estudiantes, 46 % hombres y 54 % mujeres, todos en edades de los 21 a los 23 años. El instrumento aplicado consistió en un cuestionario con escalamiento Likert (a=.91) más un apartado con información social, académica y demográfica. Resultados: De manera global, la autoeficacia académica percibida se ubica en un nivel medio; y variables como la seguridad de contar con algún tipo de beca, el gusto por la carrera que se estudia, el no tener dificultades económicas, el deseo por estudiar algún posgrado, la cantidad de asignaturas no aprobadas en el semestre antecesor, el promedio de bachillerato que se haya obtenido y el promedio del semestre anterior son variables que inciden directamente en la autoeficacia académica percibida. Conclusiones: El perfil socioacadémico definido, proporciona información útil que puede ser utilizada como diagnóstico de poblaciones con características si milares a la que se estudió, y con ello, la institución podrá diseñar políticas y estrategias tendientes al aumento de su autoeficacia, y por ende al mejoramiento de su desempeño académico.

Abstract Objective: To identify the level of perceived academic self-efficacy in students of an institution of higher education in the State of Durango, Mexico and to determine the sociodemographic and academic profile of the students, in relation to their perceived academic self-efficacy. Method: The study was developed under the quantitative approach of research, of non-experimental and transeccional design, involving the total of the student population that study curricula under the model of professional competences, being 182 students, 46 % men and 54 % women, and all aged 21 to 23 years. The instrument used consisted of a questionnaire with Likert scaling (a = .91) plus a section with social, academic and demographic information. Results: Overall, perceived academic self-efficacy is at an intermediate level; and variables such as the security of having some kind of scholarship, the pleased by the university career, not having economic difficulties, the desire to study a postgraduate course, the amount of subjects not approved in the previous semes ter, the average of high school and the average of the semester previous are variables that affect directly in the perceived academic self-efficacy. Conclusions: The defined socio-academic profile provides useful information that can be used as a diagnosis of populations with characteristics similar to the one studied, and with this, the institution can design policies and strategies tending to increase its self-efficacy, and therefore improvement of academic performance.

Diferencias en autoeficacia académica, bienestar psicológico y motivación al logro en estudiantes universitarios con alto y bajo desempeño académico / Differences in academic self-efficacy, psychological wellbeing and achievement drive in university students with high and low academic performance

Resumen El estudio se propuso determinar las diferencias en percepción de autoeficacia académica, bienestar psicológico y motivación al logro académico en estudiantes universitarios con alto y bajo desempeño académico. De una muestra de 495 estudiantes universitarios se identificó a 60 con alto desempeño (M = 9.67, DE = .10 promedio académico) y 60 con bajo desempeño (M = 8.17, DE = .18 promedio académico). Los resultados de la prueba de regresión logística sugirieron que la autoeficacia académica (OR = 2.52) y la motivación al logro relacionada con la maestría (OR = 4.98) se asocian de forma positiva con la pertenencia de estudiantes al grupo de alto desempeño, mientras el bienestar psicológico en las relaciones sociales lo hace de forma negativa. Se concluyó que la autoeficacia y la orientación al logro favorecen el logro académico y que el bienestar no es una variable relacionada con este tipo de desempeño.

Abstract The purpose of the study is to determine the differences in perception of academic selfefficacy, psychological well-being and motivation to academic achievement in college students with high and low academic performance. From a sample of 495 college students, 60 were identified with high performance (M = 9.67, SD = .10 grade point average) and 60 underperforming (M = 8.17, SD = .18 grade point average). The results of logistic regression test suggest that academic self-efficacy (OR = 2.52) and motivation to related achievement with expertise (OR = 4.98) are positively associated with the high-performance students´ membership, while the psychological well-being in social relations does so negatively. It is concluded that self-efficacy and achievement orientation promote academic achievement and that wellbeing is not a variable related to this type of performance.

A study on the relationship between academic self-efficacy, interpersonal relationship and academic achievement of the students in health vocational college / 中华医学教育探索杂志

Objective To explore the relationships among academic self-efficacy, interpersonal re-lationship and scholastic attainment of students in a health vocational college. Methods By means of the platform named "Wenjuanxing", an online questionnaire survey was conducted in May and June 2016 among students of a health vocational college in Sichuan using a survey consisting of two questionnaires, i.e. the academic self-efficacy questionnaire compiled by Yusong Liang & Zongkui Zhou and the comprehen-sive diagnostic scale for interpersonal relationships compiled by Richang Zheng . The data from 1070 students were collected and 1034 of them (i.e. 96.636％) were valid. SPSS software (release 21.0) was utilized for the statistical analysis. The scores of academic self-efficacy, its two dimensionalities and scholastic attainment were statistically analyzed using one-way ANOVA with the factor "interpersonal distress" with three levels. Pearson correlation analysis was used to determine the correlations among academic self-efficacy, interpersonal relationship and scholastic attainment. Results The detection rate of interpersonal distress was 49.613％; for academic self-efficacy, learning ability self-efficacy and scholastic attainment of students, there were significantly differences among the groups with interpersonal distress free, some interpersonal distress and more interpersonal distress (F values were 8.397, 25.005 and 4.462 while P values were 0.000, 0.000 and 0.012 for the three type of scores respectively). There were significantly negative correlations between academic self-efficacy or learning ability self-efficacy and interpersonal relationship or its four dimensionalities (r=-0.106 to -0.226, P=0.000 to 0.001); there was a significantly positive correlation between academic self-efficacy or learning ability self-efficacy and scholastic attainment (r=0.181, P=0.000 and r=0.225, P=0.000);while there was a significantly negative correlation between scholastic attainment and each of interpersonal relationship, the way of getting along with people and talking (r=-0.079 to-0.117, P=0.000 to 0.012). Conclusion The academic self-efficacy of students in the Health Vocational College is at medium level, and that many students have interpersonal problems. Since academic self-efficacy, interper-sonal relationship and scholastic attainment influence and promote each other, we need to pay attention to improving students' academic self-efficacy and conditions of interpersonal distress in order to promote the establishment of harmonious interpersonal relationships and improve students' self-confidence and scholastic attainment in the daily teaching activities by systematic design and comprehensive training.

Preditores de autoeficácia acadêmica em jovens portugueses e brasileiros cursando ensino profissional / Predictors of academic self-efficacy in portuguese and brazilian youngsters attending professional education / Predictores de autoeficacia académica en jóvenes portugueses y brasileños cursando enseñanza profesional

Neste estudo, são explorados os preditores de autoeficácia acadêmica em estudantes do ensino profissional em Portugal e no Brasil, considerando como possíveis preditores variáveis sociodemográficas, de proteção externa e interna. Participaram do estudo 2783 estudantes, com médias de idades de 17,02 (Portugal) e 17,96 anos (Brasil), os quais responderam a questionários de autorrelato concernentes às variáveis estudadas. Através de análises de regressão foram observadas diferenças interculturais: variáveis relativas à proteção externa, como suporte geral e dos professores, desempenham papel mais importante na predição da autoeficácia dos jovens portugueses, enquanto recursos internos foram preditores mais importantes da autoeficácia no caso dos jovens brasileiros, nomeadamente a autoeficácia para os papéis de adulto e a percepção de capacidades e dificuldades.

In this study, we explore the predictors of academic self-efficacy in professional education students in Portugal and Brazil, considering as possible predictors sociodemographic variables, external and internal protection. The study involved 2783 students, with averages age of 17,02 (Portugal) and 17,96 (Brazil), who answered self-report questionnaires concerning the studied variables. Through regression analysis intercultural differences were observed: variables related to external protection, as a general support and of teachers, play a more important role in predicting the self-efficacy of Portuguese youth, while internal resources were the most important predictors of self-efficacy in the case of Brazilian youth, specifically self-efficacy for adult roles and the perception of skills and difficulties.

En este estudio, se exploran los predictores de autoeficacia académica en estudiantes de la enseñanza profesional en Portugal y en Brasil, considerando como posibles predictores variables sociodemográficas, de protección externa e interna. Participaron del estudio 2783 estudiantes, con promedios de edades de 17,02 (Portugal) y 17,96 años (Brasil), los cuales respondieron a cuestionarios de autorrelato concernientes a las variables estudiadas. A través de análisis de regresión se observaron diferencias interculturales: variables relativas a la protección externa, como soporte general y de los profesores, desempeñan un papel más importante en la predicción de la autoeficacia de los jóvenes portugueses, mientras que recursos internos fueron predictores más importantes de la autoeficacia en el caso de los jóvenes brasileños, en particular la autoeficacia para los papeles de adulto y la percepción de capacidades y dificultades.

Uso de estrategias cognitivas de regulación emocional ante la desaprobación de un examen: el rol de la autoeficacia académica en estudiantes universitarios / Using cognitive emotion regulation when disapprove a test: the role of academic self - efficacy in college students

Resumen El estudio de las estrategias cognitivas de regulación emocional (afrontamiento cognitivo) es de suma importancia en el ámbito académico, donde están presentes diversos eventos estresores y es necesario implementar estrategias para minimizar el impacto emocional de estos. En tal sentido, la autoeficacia académica (AA) se relacionaría con el uso de determinadas estrategias, que podrían llevar al estudiante a un desempeño más adaptativo a lo largo del periodo de estudios, sobre todo cuando desaprueba una evaluación. Por ello, el objetivo del presente estudio fue evaluar la asociación entre la AA y las estrategias de afrontamiento cognitivo frente a la situación de desaprobar un examen en una muestra de 150 estudiantes de psicología (74% mujeres, Medad = 22.38). Fue utilizado el Cognitive Emotional Regulation Questionarie - 18, cuyas instrucciones se focalizaron en la situación de desaprobar un examen, y el Ítem único de Autoeficacia Académica, que representaría los grados de AA percibida. Los resultados indican que, a mayor grado de AA, es más frecuente el uso de estrategias como Aceptación y Vocalización en los planes; y un menor grado de AA se relaciona con la Rumiación y Catastrofización. Se discuten las implicancias teóricas y prácticas de los hallazgos.

Abstract The research about cognitive emotional regulation (cognitive coping) is of big importance in the academic context, where several stressful events are present, and it is necessary to implement strategies to minimize their emotional impact. In this sense, the academic self-efficacy (ASE) would be related to the use of some strategies, which could lead the student to a more adaptive performance throughout the period of studies, especially when he disapproves of a test. Therefore, the aim of the present study was to evaluate the association between ASE and cognitive coping strategies in front of the situation of disapproving a test in a sample of 150 psychology students (74% women, Mage = 22.38). Was used the Cognitive Emotional Regulation Questionarie - 18, whose instructions focused on the exam disapproval situation, and the Single Item Academic Self-Efficacy, which would represent the perceived ASE grades. The results indicate that when more ASE, the more frequent the use of strategies such as Acceptance and Refocus on planing; and a low AA is related with Rumination and Catastrophizing. The theoretical and practical implications of the findings are discussed.

Construção e validação da escala unifatorial de autoeficácia acadêmica / Construction and Validation of the Unifactorial Scale of Academic Self-Efficacy / Construcción y Validación de la Escala Unifactorial de Autoeficacia Académica

Este artigo teve por objetivo reunir evidências de validade e precisão da Escala Unifatorial de Autoeficácia Acadêmica (EUAA). Dividida em dois momentos (validação cruzada), esta pesquisa engloba Análise Fatorial Exploratória e Confirmatória. No Estudo 1 participaram 299 estudantes de diversos estados do Brasil, com idade média de 22,24 (DP =3,75), predominância do sexo feminino (69,6%) e estudantes de instituições públicas (88,3%). Os resultados deste estudo indicaram apenas 1 fator com α = 0,93. No Estudo 2 participaram 315 estudantes distribuídos entre os estados brasileiros, com idade média de 23,21 (DP=5,25), em sua maioria mulheres (60%) e oriundos de instituições públicas (95,2%). Os resultados confirmam a unidimensionalidade da escala, com CC = 0,95 e α = 0,91. Todos os indicadores de ajuste foram satisfatórios e dentro dos limites estabelecidos pela literatura. Sugere-se que esta escala seja aplicada em estudos posteriores que queiram investigar os efeitos da autoeficácia acadêmica nos processos de aprendizagem e sucesso acadêmico.

This article aimed to gather evidence of the validity and accuracy of the Unifactorial Scale of Academic Self-Efficacy (EUAA). It was divided into two stages (cross-validation) and encompasses the Exploratory and Confirmatory Factor Analysis, as well as adjustment indexes. 299 students from various states of Brazil participated in study 1, with an average age of 22.24 (SD = 3.75), predominantly female (69.6%) and students from public institutions (88.3%). The results of this study indicate 1 factor with α = 0.93. 315 students participated in study 2, which were distributed over a number of Brazilian states, with an average age of 23.21 (SD = 5.25), most of whom were female (60%) and from public institutions (95.2%). The results confirm the scale's one-dimensionality, with CC = 0.95 and α = 0.91. All adjustment indices were satisfactory and within the limits established by the literature. The suggestion is to apply this scale in future studies to investigate the effects of academic self-efficacy on learning processes and academic success. Keywords: academic self-efficacy, college student, measuring scale, validity test, cognitive process.

Este artículo tuvo como objetivo reunir pruebas de validez y precisión de la escala unifactorial de autoeficacia académica (EUAA). Dividida en dos etapas (validación cruzada), esta investigación abarca Análisis Factorial Exploratorio y confirmatorio. En el Estudio 1, participaron 299 estudiantes de diversos estados de Brasil, con edad media de 22,24 (SD = 3,75), predominantemente mujeres (69,6%) y de las instituciones públicas (88,3%). Los resultados de este estudio indicaron solamente 1 factor con α = 0,93. En el estudio 2, participaron 315 estudiantes distribuídos entre los estados brasileños, con una edad media de 23,21 (SD = 5,25), en su mayoría mujeres (60%) y oriundos de las instituciones públicas (95,2%). Los resultados confirmaron la unidimensionalidad de la escala, con CC = 0,95 y α = 0,91. Todos los indicadores de ajuste fueron satisfactorios y dentro de los límites establecidos en la literatura. Se sugiere que esta escala sea aplicada en estudios posteriores que quieran investigar los efectos de la autoeficacia académica en los procesos de aprendizaje y éxito académico.

Self-efficacy and academic experiences with university students / Autoeficácia e vivências acadêmicas em estudantes universitários / Autoeficacia y vivencias académicas en estudiantes universitarios

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.

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.

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.

Autoeficacia académica y aprendizaje autorregulado en un grupo de estudiantes de una Universidad en Lima

El propósito del estudio fue determinar la relación entre el aprendizaje autorregulado y la autoeficacia académica. El diseño de la investigación fue descriptivo correlacional. La población del estudio estuvo conformada por los 360 estudiantes de segundo ciclo de estudios generales de contabilidad en una Universidad Privada en Lima. El muestreo fue no probabilístico de tipo disponible con un total de 53 participantes. Los instrumentos utilizados fueron el inventario de aprendizaje autorregulado de Linner, Harris y Gordon, validado por Norabuena en el 2011 (Alfa de Cronbach .879) y la escala de autoeficacia académicas de Alegre en el 2013 (Alfa de Cronbach de .948), ambos en el Perú. Los resultados muestran una correlación entre el aprendizaje autorregulado y la autoeficacia académica con un coeficiente de correlación Spearman (.734**). Se concluye que existe una relación significativa entre ambas variables del estudio.

The purpose of the study was to determine the relationship between self-regulated learning and academic self-efficacy. The research design was descriptive correlational. The study population consisted of 360 students of second cycle of general the Accounting studies in a Private University in Lima. Sampling was non-probabilistic type available with a total of 53 participants. The instruments used were the self-regulated learning inventory of Linner, Harris and Gordon, validated by Norabuena in 2011 (Cronbach's Alpha .879) and Alegre academic self-efficacy scale in 2013 (Cronbach's Alpha .948), both in Peru. The results show a correlation between self-regulated learning and academic self-efficacy with a Spearman correlation coefficient of (.734 **). We conclude that there is a significant relationship between the two study variables.

O objetivo do estudo foi determinar a relação entre aprendizagem auto-regulada e autoeficácia acadêmica. O desenho da investigação foi descritivo correlacional. A população do estudo foi de 360 ​​estudantes de segundo ciclo de estudos gerais de contabilidade em uma Universidade Particular de Lima. O amostragem foi do tipo não probabilística disponível com um total de 53 participantes. Os instrumentos utilizados foram o inventário de aprendizagem autorregulado de Linner, Harris e Gordon, validado por Norabuena em 2011 (Alfa de Cronbach .879) e a escala de autoeficácia acadêmica de Alegre em 2013 (Alfa de Cronbach de .948), ambos no Peru. Os resultados mostraram uma correlação entre aprendizagem autorregulada e autoeficácia acadêmica com um coeficiente de correlação de Spearman (0,734 **). A conclusão foi que existe uma relação entre as duas variáveis ​​do estudo.

Relación entre autoeficacia y autoatribuciones académicas en estudiantes chilenos / Relationship between self-efficacy and academic self-attributions in Chilean students

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.

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.

The relationship among self-efficacy, perfectionism and academic burnout in medical school students / 한국의학교육

PURPOSE: The purpose of this study was to examine the relationship among academic self-efficacy, socially-prescribed perfectionism, and academic burnout in medical school students and to determine whether academic self-efficacy had a mediating role in the relationship between perfectionism and academic burnout. METHODS: A total of 244 first-year and second-year premed medical students and first- to fourth-year medical students were enrolled in this study. As study tools, socially-prescribed perfectionism, academic self-efficacy, and academic burnout scales were utilized. For data analysis, correlation analysis, multiple regression analysis, and hierarchical multiple regression analyses were conducted. RESULTS: Academic burnout had correlation with socially-prescribed perfectionism. It had negative correlation with academic self-efficacy. Socially-prescribed perfectionism and academic self-efficacy had 54% explanatory power for academic burnout. When socially-prescribed perfectionism and academic self-efficacy were simultaneously used as input, academic self-efficacy partially mediated the relationship between socially-prescribed perfectionism and academic burnout. CONCLUSION: Socially-prescribed perfectionism had a negative effect on academic self-efficacy, ultimately triggering academic burnout. This suggests that it is important to have educational and counseling interventions to improve academic self-efficacy by relieving academic burnout of medical school students.

Correlation between professional commitment and academic self-efficiency of nursing undergraduates / 现代临床护理

Objective To investigate the correlation between professional commitment and academic self-efficiency of nursing undergraduates.Method A total of 258 students were investigated by nursing professional commitment questionnaire and academic self-efficiency scale.Results The score of professional commitment was (89.05±14.92) and the academic self-efficiency was scored (73.78±10.38).The professional commitment was positively correlated with academic self-efficiency (P＜0.01).Conclusions There are close relationships between professional commitment and academic self-efficiency for nursing undergraduates.The nursing educator should take effective measures to improve nursing students' professional commitment and academic self-efficiency.

Comparison of status and predictors of academic burnout between Korean Nationality and Han Nationality nursing students / 中国实用护理杂志

Objective To investigate the status and difference of learning burnout between Korean-Chinese nursing students and Chinese nursing students;and to compare the influencing factors of learning burnout between them.Methods A total of 307 nursing students in Yanbian University were recruited by convenience samphng method.Data were analyzed by SPSS 20.0,using descriptive statistics,t-test,ANOVA,correlation analysis,and linear regression analysis.Results The emotion and learning burnout of Korean-Chinese nursing students scored (3.18±0.52)points and (2.84±0.33)points,which were higher than (3.04±0.53)points and (2.69±0.36) points of Chinese nursing students (t=5.72,4.19,all P ＜ 0.05);The significant predictors of learning burnout of Korean-Chinese nursing students were effective commitment,continuance commitment and ideality commitment;and the significant predictors of Chinese nursing students were effective commitment,continuance commitment and behavior self-efficacy.Conclusions Because of the special background of Korean-Chinese nursing students,it is suggested payed attention to improve their major commitment and learning self-efficacy,then to decrease their learning burnout.