Explanatory model of academic self-efficacy: self-regulation of activities, positive affection, and personality
Descripción del Articulo
Academic self-efficacy is a powerful predictor of academic success, yet there are several factors that predispose it. Because of this, an explanatory model is proposed using the self-regulation of academic activities, positive affection, and personality. Hierarchical multiple linear regression was u...
| Autores: | , , |
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| Formato: | artículo |
| Fecha de Publicación: | 2021 |
| Institución: | Universidad San Ignacio de Loyola |
| Repositorio: | Revistas - Universidad San Ignacio de Loyola |
| Lenguaje: | español |
| OAI Identifier: | oai:revistas.usil.edu.pe:article/755 |
| Enlace del recurso: | https://revistas.usil.edu.pe/index.php/pyr/article/view/755 |
| Nivel de acceso: | acceso abierto |
| Materia: | Autoeficacia Big Five tipos de personalidad afecto positivo autorregulación académica. Self-efficacy Personality traits Positive affect Academic self-regulation |
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Explanatory model of academic self-efficacy: self-regulation of activities, positive affection, and personality Modelo explicativo de la autoeficacia académica: autorregulación de actividades, afecto positivo y personalidad |
| title |
Explanatory model of academic self-efficacy: self-regulation of activities, positive affection, and personality |
| spellingShingle |
Explanatory model of academic self-efficacy: self-regulation of activities, positive affection, and personality Yupanqui-Lorenzo, Daniel Edgardo Autoeficacia Big Five tipos de personalidad afecto positivo autorregulación académica. Self-efficacy Big Five Personality traits Positive affect Academic self-regulation |
| title_short |
Explanatory model of academic self-efficacy: self-regulation of activities, positive affection, and personality |
| title_full |
Explanatory model of academic self-efficacy: self-regulation of activities, positive affection, and personality |
| title_fullStr |
Explanatory model of academic self-efficacy: self-regulation of activities, positive affection, and personality |
| title_full_unstemmed |
Explanatory model of academic self-efficacy: self-regulation of activities, positive affection, and personality |
| title_sort |
Explanatory model of academic self-efficacy: self-regulation of activities, positive affection, and personality |
| dc.creator.none.fl_str_mv |
Yupanqui-Lorenzo, Daniel Edgardo Mollinedo Flores, Fiorella Mariel Montealegre Echaiz, Celeste Aissa |
| author |
Yupanqui-Lorenzo, Daniel Edgardo |
| author_facet |
Yupanqui-Lorenzo, Daniel Edgardo Mollinedo Flores, Fiorella Mariel Montealegre Echaiz, Celeste Aissa |
| author_role |
author |
| author2 |
Mollinedo Flores, Fiorella Mariel Montealegre Echaiz, Celeste Aissa |
| author2_role |
author author |
| dc.subject.none.fl_str_mv |
Autoeficacia Big Five tipos de personalidad afecto positivo autorregulación académica. Self-efficacy Big Five Personality traits Positive affect Academic self-regulation |
| topic |
Autoeficacia Big Five tipos de personalidad afecto positivo autorregulación académica. Self-efficacy Big Five Personality traits Positive affect Academic self-regulation |
| description |
Academic self-efficacy is a powerful predictor of academic success, yet there are several factors that predispose it. Because of this, an explanatory model is proposed using the self-regulation of academic activities, positive affection, and personality. Hierarchical multiple linear regression was used to support the predictive proposal of the model. The Specific Perceived Self-Efficacy Scale of Academic Situations, The Scale of Positive and Negative Experience, Subscale Self-Regulation of Activities of the Academic Procrastination Scale, and Mini International Personality Item Pool (MINI-IPIP) were used. High correlations were obtained in the self-regulation of activities, positive affection, and personality (extraversion, concientousness and openness to experience) to academic self-efficacy. The final predictive model explained 30.1% of the total variance of academic self-efficacy. In conclusion, the model proposed through literature review is a strong predictor of academic self-efficacy and promotes the development of self-effective beliefs. |
| publishDate |
2021 |
| dc.date.none.fl_str_mv |
2021-09-14 |
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info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
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article |
| status_str |
publishedVersion |
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https://revistas.usil.edu.pe/index.php/pyr/article/view/755 10.20511/pyr2021.v9n2.755 |
| url |
https://revistas.usil.edu.pe/index.php/pyr/article/view/755 |
| identifier_str_mv |
10.20511/pyr2021.v9n2.755 |
| dc.language.none.fl_str_mv |
spa |
| language |
spa |
| dc.relation.none.fl_str_mv |
https://revistas.usil.edu.pe/index.php/pyr/article/view/755/1532 https://revistas.usil.edu.pe/index.php/pyr/article/view/755/1596 https://revistas.usil.edu.pe/index.php/pyr/article/view/755/1597 /*ref*/Alegre, A. A. (2014). Academic self-efficacy, self-regulated learning and academic performance in first-year university students. Propósitos y Representaciones, 2(1), 101–120. https://doi.org/10.20511/pyr2014.v2n1.54 /*ref*/Alvarado-Ochoa, W., González-Gordillo, W., Fontaines-Ruiz, T., Salamea-Nieto, R., & Blacio-Aguilar, G. (2018). Personalidad del estudiante exitoso. Revista Ciencia UNEMI, 10(25). https://doi.org/10.29076/issn.2528-7737vol10iss25.2017pp89-96p /*ref*/Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall Inc. https://psycnet.apa.org/record/1985-98423-000 /*ref*/Bandura, A. (1997). Self-efficacy: The exercise of control (1st ed.). W. H. Freeman and Company. /*ref*/Bandura, A. (2006). 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Explanatory model of academic self-efficacy: self-regulation of activities, positive affection, and personalityModelo explicativo de la autoeficacia académica: autorregulación de actividades, afecto positivo y personalidadYupanqui-Lorenzo, Daniel EdgardoMollinedo Flores, Fiorella MarielMontealegre Echaiz, Celeste AissaAutoeficaciaBig Fivetipos de personalidadafecto positivoautorregulación académica.Self-efficacyBig FivePersonality traitsPositive affectAcademic self-regulationAcademic self-efficacy is a powerful predictor of academic success, yet there are several factors that predispose it. Because of this, an explanatory model is proposed using the self-regulation of academic activities, positive affection, and personality. Hierarchical multiple linear regression was used to support the predictive proposal of the model. The Specific Perceived Self-Efficacy Scale of Academic Situations, The Scale of Positive and Negative Experience, Subscale Self-Regulation of Activities of the Academic Procrastination Scale, and Mini International Personality Item Pool (MINI-IPIP) were used. High correlations were obtained in the self-regulation of activities, positive affection, and personality (extraversion, concientousness and openness to experience) to academic self-efficacy. The final predictive model explained 30.1% of the total variance of academic self-efficacy. In conclusion, the model proposed through literature review is a strong predictor of academic self-efficacy and promotes the development of self-effective beliefs.La autoeficacia académica es un potente predictor del éxito académico, sin embargo, existen diversos factores que lo predisponen. Debido a ello se propone un modelo explicativo basado en la autorregulación de actividades académicas, afecto positivo y personalidad. Se utilizó regresión lineal múltiple jerárquico para sustentar la propuesta predictiva del modelo. Se utilizaron la Escala de Autoeficacia Percibida Específica de Situaciones Académicas, The Scale of Positive and Negative Experience, Subescala Autorregulación de actividades de la Escala de Procrastinación Académica, y Mini International Personality Item Pool (MINI-IPIP). Se obtuvieron altas correlaciones en la autorregulación de actividades, afecto positivo y personalidad (extraversión, responsabilidad y apertura) para con la autoeficacia académica. El modelo predictivo final, explicó el 30.1% de la varianza total de la autoeficacia académica. En conclusión, el modelo propuesto mediante revisión de la literatura es un fuerte predictor de la autoeficacia académica, y promueve el desarrollo de creencias auto eficaces.Carrera de Psicología, Universidad San Ignacio de Loyola, Lima, Perú.2021-09-14info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/vnd.openxmlformats-officedocument.wordprocessingml.documentapplication/vnd.openxmlformats-officedocument.wordprocessingml.documenthttps://revistas.usil.edu.pe/index.php/pyr/article/view/75510.20511/pyr2021.v9n2.755Propósitos y Representaciones. 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