Academic Self-efficacy, Performance and Access to Higher Education in a Pandemic Context
DOI:
https://doi.org/10.22544/rcps.v42i01.01Keywords:
Self-efficacy, Higher education, Access to education, Academic performance, Inclusive education, COVID-19Abstract
Psychology has verified that belief in one’s own abilities is related to performance, and it is important to study this perception of self-efficacy in higher education. This research analyzes the relationship between academic self-efficacy, performance (NEM, PTU, approval expectations) according to type of university access. The study was quantitative, with a cross-sectional and non-probabilistic convenience sample. The sample was 780 Chilean students divided into a group of regular access (82.7%) and a pro-inclusion group (17.3%). The instruments applied were the Perceived Self-Efficacy Scale and academic performance measures. Data analysis was performed using descriptive statistics, Pearson´s r correlation test, Student´s t-test and one-way ANOVA. The results indicate that there are differences between self-efficacy and performance measures according to the type of university access.The pro-inclusion group presented higher self-efficacy, higher NEM and lower PTU. Both groups present similar approval expectations. We conclude that self-efficacy varies according to the type of access to the university and according to performance measures. Students with higher self-efficacy will have higher approval expectations despite adversity.References
Bandura, A. (1995). Self-Efficacy in Changing Societies. Cambridge University Press.
Bandura, A. (1997). Self-efficacy: The exercise of control. W H Freeman/Times Books/ Henry Holt & Co.
Bandura, A. (1999). Social cognitive theory of personality. En L. A. Pervin & O. P. John (Eds.), Handbook of personality: Theory and research (pp. 154-196). Guilford Press.
Bandura, A. (2006). Guide for constructing self-efficacy scales. Self-efficacy beliefs of adolescents, 5(1), 307-337.
Borzone, M. A. (2017). Autoeficacia y vivencias académicas en estudiantes universitarios. Acta Colombiana de Psicología, 20(1), 266-283. https://doi.org/10.14718/ACP.2017.20.1.13
Brunner, J. J., & Elacqua, G. (2004). Factores que inciden en una educación efectiva. Evidencia internacional. La educ@ción, año XLIII-XLIX, (139-140).
Caprara, G. V., Vecchione, M., Alessandri, G., Gerbino, M., & Barbaranelli, C. (2011). The contribution of personality traits and self-efficacy beliefs to academic achievement: A longitudinal study. British Journal of Educational Psychology, 81(1), 78-96. https://doi.org/10.1348/2044-8279.002004
Carver, C. S., & Scheier, M. F. (2001). Optimism, pessimism, and self-regulation. En E. C. Chang (Ed.), Optimism & pessimism: Implications for theory, research, and practice (pp. 31-51). American Psychological Association. https://doi.org/10.1037/10385-002
Casanova, J. R., Gomes, C. M. A., Bernardo, A. B., Núñez, J. C., & Almeida, L. S. (2021). Dimensionality and reliability of a screening instrument for students at-risk of dropping out from Higher Education. Studies in Educational Evaluation, 68, 100957. https://doi.org/10.1016/j.stueduc.2020.100957
Cassidy, S. (2012). Exploring individual differences as determining factors in student academic achievement in higher education. Studies in Higher Education, 37(7), 793-810. https://doi.org/10.1080/03075079.2010.545948
Cohen, J. (1992). A power primer. Psychological Bulletin, 112(1), 155-159. https://doi.org/10.1037//0033-2909.112.1.155
De Feyter, T., Caers, R., Vigna, C., & Berings, D. (2012). Unraveling the impact of the Big Five personality traits on academic performance: The moderating and mediating effects of self-efficacy and academic motivation. Learning and Individual Differences, 22(4), 439-448. https://doi.org/10.1016/j.lindif.2012.03.013
de Silva, T., Gothama, S., & Premakumara, P. (2021). Admissions quotas in university education: Targeting and mismatch under Sri Lanka’s affirmative action policy. International Journal of Educational Development, 84, 102440. https://doi.org/10.1016/j.ijedudev.2021.102440
Del Valle, M., Díaz, A., Victoria, M., & Vergara, J. (2018). Análisis Factorial Confirmatorio Escala Autoeficacia Percibida en Situaciones Académicas (EAPESA) en Universitarios Chilenos. Revista Iberoamericana de Diagnóstico y Evaluación – e Avaliação Psicológica, 49(4), 97-106. https://doi.org/10.21865/RIDEP49.4.08
Departamento de Evaluación, Medición y Registro Educacional. (2020). Normas y Aspectos importantes del proceso de Admisión a las Universidades adscritas al Sistema de acceso 2021. https://demre.cl/publicaciones/pdf/2021-20-07-20-normas-proceso-2021.pdf
Diniz, A. M., Alfonso, S., Araújo, A. M., Deaño, M., Costa, A. R., Conde, Â., & Almeida, L. S. (2018). Gender differences in first-year college students’ academic expectations. Studies in Higher Education, 43(4), 689-701. https://doi.org/10.1080/03075079.2016.1196350
Espinoza, O., González, L. E., Castillo, D., & Neut, S. (2018). Expectativas educacionales de estudiantes que concurren a escuelas de “segunda oportunidad”. La experiencia chilena. Revista mexicana de investigación educativa, 23(79), 1171-1193. https://www.scielo.org.mx/pdf/rmie/v23n79/1405-6666-rmie-23-79-1171.pdf
García-Fernández, J. M., Inglés, C. J., Vicent, M., González, C., Pérez, A. M., & Lagos, N. (2016). Validación de la Escala de Autoeficacia Percibida Específica de Situaciones Académicas en Chile y su Relación con las Estrategias de Aprendizaje. Revista Iberoamericana de Diagnóstico y Evaluación Psicologica, 41(1), 118-131. https://www.redalyc.org/pdf/4596/459646901011.pdf
Geiser, S. (2016). Medición y evaluación para los procesos de admisión de la educación superior: Hallazgos desde California. Pensamiento Educativo, Revista de Investigación Latinoamericana (PEL), 53(1) 1-18. https://doi.org/10.7764/PEL.53.1.2016.7
Gil-Llambías, F. J., del Valle, R., Villarroel, M., & Fuentes, C. (2019). Caracterización y Desempeño Académico de Estudiantes de Acceso Inclusivo PACE en Tres Universidades Chilenas. Revista latinoamericana de educación inclusiva, 13(2), 259-271. https://doi.org/10.4067/S0718-73782019000200259
González, M. L., González, L. G., & Guardado, M. D. (2021). Autoeficacia, estado emocional y autorregulación del aprendizaje en el estudiantado universitario durante la pandemia por COVID-19. Actualidades Investigativas en Educación, 21(3), 1-25. https://doi.org/10.15517/aie.v21i3.46280
Guevara, P. A. (2021). De la desigualdad a la inclusión universitaria: La agencia de género. Revista de la Educación Superior, 50(200), 1-23. https://doi.org/10.36857/resu.2021.200.1887
Heggestad, E. D., & Kanfer, R. (2005). The predictive validity of self-efficacy in training performance: Little more than past performance. Journal of Experimental Psychology: Applied, 11(2), 84-97. https://doi.org/10.1037/1076-898X.11.2.84
Honicke, T., & Broadbent, J. (2016). The influence of academic self-efficacy on academic performance: A systematic review. Educational Research Review, 17, 63-84. https://doi.org/10.1016/j.edurev.2015.11.002
JASP Team. (2022). JASP (Version 0.16.2) [Computer software]. https://jasp-stats.org/
Jarpa-Arriagada, C. G., & Rodríguez-Garcós, C. (2021). First Generation in Chilean Higher Education: Tension between Access and Inclusion in a Segmented University System. Bulletin of Latin American Research, 40(4), 549-564. https://doi.org/10.1111/blar.13237
Lane, J., Lane, A., & Kyprianou, A. (2004). Self-Efficacy, Self-Esteem and Their Impact on Academic Performance. Social Behavior and Personality An International Journal, 32. https://doi.org/10.2224/sbp.2004.32.3.247
Lee, H.-S., Flores, L. Y., Navarro, R. R., & Kanagui-Muñoz, M. (2015). A longitudinal test of social cognitive career theory’s academic persistence model among Latino/a and White men and women engineering students. Journal of Vocational Behavior, 88, 95-103. https://doi.org/10.1016/j.jvb.2015.02.003
Mardia, K. V. (1970). Measures of Multivariate Skewness and Kurtosis with Applications. Biometrika, 57(3), 519-530. https://doi.org/10.2307/2334770
Merhi, R., Paniagua, Á. S., & Descals, F. J. (2018). The Role of Psychological Strengths, Coping Strategies and Well-Being in the Prediction of Academic Engagement and Burnout in First-Year University Students. Acción Psicológica, 15(2), 51-68. https://doi.org/10.5944/ap.15.2.21831
Obrentz, S. B. (2012). Predictors of science success: The impact of motivation and learning strategies on college chemistry performance [Ph.D., Georgia State University]. En ProQuest Dissertations and Theses. https://doi.org/10.57709/2227906
Organización para la Cooperación y el Desarrollo Económicos. (2018). Educación en Chile. Revisión de Políticas Nacionales de educación. OECD Publishing Paris/Fundación SM. https://doi.org/10.1787/9789264288720-es
Palenzuela, D. L. (1983). Construcción y validación de una escala de autoeficacia percibida específica de situaciones académicas. Análisis y modificación de conducta, 9(21), 185-219. https://dialnet.unirioja.es/servlet/articulo?codigo=7101317
Putwain, D., Sander, P., & Larkin, D. (2013). Academic self-efficacy in study-related skills and behaviours: Relations with learning-related emotions and academic success. British Journal of Educational Psychology, 83(4), 633-650. https://doi.org/10.1111/j.2044-8279.2012.02084.x
Rodríguez, C., & Jarpa, C. G. (2015). Capacidad predictiva de las notas en enseñanza media sobre el rendimiento en pruebas de selección universitaria: El caso chileno. Aula Abierta, 43(2), 61-68. https://doi.org/10.1016/j.aula.2015.03.002
Rodríguez, S., Piñero, I., Regueiro, B., Estévez, I., Valle, A., & Núñez, J. C. (2018). Bienestar emocional de los estudiantes universitarios: el papel de la orientación a metas y las percepciones de control. Publicaciones, 48(1), 173-181. doi: https://doi.org/10.30827/publicaciones.v48i1.7324
Roick, J., & Ringeisen, T. (2017). Self-efficacy, test anxiety, and academic success: A longitudinal validation. International Journal of Educational Research, 83, 84-93. https://doi.org/10.1016/j.ijer.2016.12.006
Salazar, I., & Heredia, Y. (2019). Estrategias de aprendizaje y desempeño académico en estudiantes de Medicina. Educación médica, 20(4), 256-262. https://doi.org/10.1016/j.edumed.2018.12.005
Serrano, C. (2021). Estudio sobre las relaciones entre los Cinco Grandes, optimismo, inteligencia emocional y afrontamiento y el ajuste emocional y éxito académico del adolescente. [Tesis de Doctorado]. Universitat de Valencia. https://roderic.uv.es/handle/10550/79388
Sharififard, F., Asayesh, H., Haji, M., & Sepahvandi, M. (2020). Motivation, self-efficacy, stress, and academic performance correlation with academic burnout among nursing students. Journal of Nursing and Midwifery Sciences, 7, 88-93. https://doi.org/10.4103/JNMS.JNMS_30_19
Shea, C. M., & Howell, J. M. (2000). Efficacy-performance spirals: An empirical test. Journal of Management, 26(4), 791-812. https://doi.org/10.1016/S0149-2063(00)00056-8
Soria, K., & Zúñiga, S. (2014). Aspectos determinantes del éxito académico de estudiantes universitarios. Formación universitaria, 7(5), 41-50. https://doi.org/10.4067/S0718-50062014000500006
Stajkovic, A. D., Bandura, A., Locke, E. A., Lee, D., & Sergent, K. (2018). Test of three conceptual models of influence of the big five personality traits and self-efficacy on academic performance: A meta-analytic pathanalysis. Personality and Individual Differences, 120, 238-245. https://doi.org/10.1016/j.paid.2017.08.014
Talsma, K., Schüz, B., Schwarzer, R., & Norris, K. (2018). I believe, therefore I achieve (and vice versa): A metaanalytic cross-lagged panel analysis of self-efficacy and academic performance. Learning and Individual Differences, 61, 136-150. https://doi.org/10.1016/j.lindif.2017.11.015
Tapasco-Alzate, O. A., Ruiz-Ortega, F. J., Osorio-García, D., & Ramírez-Ramírez, D. (2021). El historial académico de secundaria como factor predictor del rendimiento universitario. Caso de estudio. Revista Colombiana de Educación, (81). https://doi.org/10.17227/rce.num81-7530
Tinto, V. (2006). Research and Practice of Student Retention: What Next? Journal of College Student Retention, 8(1), 1-19. https://doi.org/10.2190/4YNU-4TMB-22DJ-AN4W
Vancouver, J. B., Thompson, C. M., Tischner, E. C., & Putka, D. J. (2002). Two studies examining the negative effect of self-efficacy on performance. Journal of Applied Psychology, 87(3), 506-516. https://doi.org/10.1037/0021-9010.87.3.506
Wilson, C. A., Babcock, S. E., & Saklofske, D. H. (2019). Sinking or Swimming in an Academic Pool: A Study of Resiliency and Student Success in First-Year Undergraduates. Canadian Journal of Higher Education / Revue Canadienne d’enseignement Supérieur, 49(1), 60-84. https://doi.org/10.7202/1060824ar
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Costa Rican Journal of Psychology
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
El Colegio, como institución editora, tiene todos los derechos reservados (copyright) sobre lo que se publica en la revista. Los autores y las autoras firman una declaración de cesión de derechos de autoría en el caso de aceptación de sus manuscritos para publicación en la revista, conforme con lo establecido en la legislación vigente.
Los artículos publicados representarán el punto de vista de su autoría y no de la revista, por lo que la autoría asume responsabilidad ante cualquier litigio o reclamación relacionada con derechos de propiedad intelectual y exonera de cualquier responsabilidad a la Revista Costarricense de Psicología y al Colegio.
La revista publicará en cada edición su política de acceso abierto (p.ej., Creative Commons). El material publicado en la revista puede ser copiado, fotocopiado, duplicado y compartido siempre y cuando sea expresamente atribuido al Colegio. El material de la revista no puede ser usado para fines comerciales.
