Explanatory model of academic self-efficacy: self-regulation of activities, positive affection, and personality

• Autores: Yupanqui-Lorenzo, Daniel Edgardo, Mollinedo Flores, Fiorella Mariel, Montealegre Echaiz, Celeste Aissa
• 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

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.