This cross-sectional and correlational research analyzes the relationship between psychological well-being and academic self-efficacy in students over eighteen from a pre-university center in Lima. The 200 participants were selected by non-probabilistic sampling. The evaluation instruments have been the Psychological Well-Being Scale (BIEPS-A) and the Perceived Self-efficacy Scale in Academic Situations (EAPESA), whose reliability/accuracy and validation evidence based on the internal structure present adequate values. The results indicated that the correlation between psychological well-being and academic self-efficacy is positive (r = .59) and between the dimensions of the first variable and the second. In addition, analysis reveals a significant difference (p < .05) in psychological well-being, its acceptance[1]control and autonomy dimensions, and academic self-efficacy according t...

This cross-sectional and correlational research analyzes the relationship between psychological well-being and academic self-efficacy in students over eighteen from a pre-university center in Lima. The 200 participants were selected by non-probabilistic sampling. The evaluation instruments have been the Psychological Well-Being Scale (BIEPS-A) and the Perceived Self-efficacy Scale in Academic Situations (EAPESA), whose reliability/accuracy and validation evidence based on the internal structure present adequate values. The results indicated that the correlation between psychological well-being and academic self-efficacy is positive (r = .59) and between the dimensions of the first variable and the second. In addition, analysis reveals a significant difference (p < .05) in psychological well-being, its acceptance[1]control and autonomy dimensions, and academic self-efficacy according t...

Debido a la pandemia por COVID-19, el impacto del cambio en la modalidad de enseñanza ha tenido diversas consecuencias en el aspecto cognitivo y conductual de los estudiantes. En ese aspecto, diversas investigaciones han revisado el rol predictor que tienen las estrategias de aprendizaje y la autoeficacia académica en el desempeño académico. Por ello, esta investigación tuvo por objetivo analizar cómo las estrategias de aprendizaje y la autoeficacia académica predicen el rendimiento académico en estudiantes de un centro preuniversitario de Lima Metropolitana. En esta investigación de tipo no experimental, transversal y diseño correlacional-causal, se ha evaluado a 404 estudiantes seleccionados por muestreo no probabilístico. Los instrumentos de evaluación son las Escalas de Estrategias de Aprendizaje (ACRA) y la Escala de Autoeficacia Percibida en Situaciones Académicas (EAP...