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 ...

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 t...

Durante la pandemia se incrementaron conductas de aplazamiento de tareas, falta de autorregulación conductual, estrés, ansiedad, entre otros. A raíz de estos problemas, la presente investigación tuvo como objetivo de determinar el ajuste estadístico sobre el modelo del efecto de la autoeficacia académica hacia la procrastinación académica mediado por el eutrés. El método utilizado fue un estudio de tipo básico, explicativo, cuantitativo y transversal. La muestra evaluada fueron 521 estudiantes de una universidad privada de Lima. Los instrumentos fueron Escala de Autoeficacia Percibida en Situaciones Académica – EAPESA, Escala de Procrastinación Académica – EPA y la Escala de Percepción Global del Estrés. Los resultados mostraron que el modelo hipotetizado poseía adecuados índices de ajuste. Asimismo, la autoeficacia académica resultó tener efecto directo con la po...

The situation that is lived worldwide has promoted virtual education, so that university tea- chers have been forced to adapt to this exclusive way of teaching, therefore, questions ari- se about the didactics, methodology and resources they use in this environment to get stu- dents to learn. Given this phenomenon, the objective of the present study was to find out the predominant teaching styles among university teachers in a private institution in Lima. The methodology was descriptive of a quantitative approach and the sample was made up of 114 teachers from the Hospitality and Tourism faculty of the mentioned institution. The re- sults obtained determined that the prevailing teaching style is functional, followed by formal and structural. These styles are related to the academic knowledge of university teaching.

The situation that is lived worldwide has promoted virtual education, so that university tea- chers have been forced to adapt to this exclusive way of teaching, therefore, questions ari- se about the didactics, methodology and resources they use in this environment to get stu- dents to learn. Given this phenomenon, the objective of the present study was to find out the predominant teaching styles among university teachers in a private institution in Lima. The methodology was descriptive of a quantitative approach and the sample was made up of 114 teachers from the Hospitality and Tourism faculty of the mentioned institution. The re- sults obtained determined that the prevailing teaching style is functional, followed by formal and structural. These styles are related to the academic knowledge of university teaching.