Validación de la Escala de Autoeficacia Percibida Específica de Situaciones Académicas en Chile y su Relación con las Estrategias de Aprendizaje
- José M. García Fernández
- Cándido J. Inglés Saura
- María Vicent Juan
- Carolina Gonzálvez Maciá
- Antonio M. Pérez Sánchez
- Nelly L. San Martín
ISSN: 1135-3848
Argitalpen urtea: 2016
Alea: 1
Zenbakia: 41
Orrialdeak: 118-131
Mota: Artikulua
Beste argitalpen batzuk: Revista iberoamericana de diagnóstico y evaluación psicológica
Laburpena
The purpose of this investigation was: 1) to analyze the psychometric properties of the (EAPESA in a sample of 3250 adolescents of Chile, and 2) to determine to what extent perceived academic self-efficacy predicts high learning and strategies tested by LASSY-HS. According to outcomes of the first study, the scale has a unidimensional structure, as show the confirmatory factor analysis, with high levels of internal consistency (α = .88), as well as adequate psychometric properties for the ten items that compose it. Regarding the second study, the logistic regression analysis showed that perceived academic self-efficacy positively and significantly predicted high levels of attitude, motivation, time magement, concentration, info processing, select the main ideas, study aids, self-testing and test strategies. Anxiety regarding, the results showed that the perceived academic self-efficacy predict anxiety negatively and significantly.