Empleando análisis de perfiles y curvas ROC para examinar la relación entre el perfeccionismo y la autoeficacia académica en estudiantes de Educación Secundaria

  1. Andrea Fuster-Rico 1
  2. María Vicent 1
  3. Carolina Gonzálvez 1
  4. María Pérez-Marco 1
  5. Lucía Granados-Alós 2
  6. Raquel Suriá 1
  1. 1 Universitat d'Alacant
    info

    Universitat d'Alacant

    Alicante, España

    ROR https://ror.org/05t8bcz72

  2. 2 Universidad Internacional de Valencia
    info

    Universidad Internacional de Valencia

    Valencia, España

    ROR https://ror.org/00gjj5n39

Revista:
Revista de psicodidáctica

ISSN: 1136-1034

Año de publicación: 2024

Volumen: 29

Número: 2

Páginas: 139-146

Tipo: Artículo

DOI: 10.1016/J.PSICOD.2024.01.001 DIALNET GOOGLE SCHOLAR

Otras publicaciones en: Revista de psicodidáctica

Resumen

El presente estudio pretende contribuir a esclarecer la relación que existe entre el perfeccionismo multidimensional y la autoeficacia académica en población juvenil a partir de un doble enfoque: centrado en la persona y en la variable. La muestra está compuesta de 1.375 estudiantes de entre 15 y 18 anos ˜ (M = 16.36, DT = 1.04). Se emplean la Child and Adolescent Perfectionism Scale y la Escala de Autoeficacia Percibida en Situaciones Académicas. A través del análisis de perfiles latentes se obtienen cuatro perfiles perfeccionistas resultado de la interacción entre el perfeccionismo socialmente prescrito (PSP) y el perfeccionismo autoorientado (PAO): perfeccionismo muy bajo, perfeccionismo bajo, perfeccionismo alto y perfeccionismo moderado. El grupo con perfeccionismo alto puntúa positiva y significativamente más alto en autoeficacia académica que el resto. Además, las comparaciones post-hoc muestran que, en relación con la autoeficacia académica, existen diferencias estadísticamente significativas entre todos los perfiles con tamanos ˜ del efecto moderados y grandes, excepto para aquellos con perfeccionismo muy bajo y perfeccionismo bajo. Las regresiones logísticas evidencian que el PAO y el PSP predicen de forma positiva y significativa altas puntuaciones en autoeficacia académica. Al emplear el análisis de las Curvas ROC, se obtiene que la capacidad discriminativa tanto del PAO como del PSP es buena y similar, clasificando correctamente al 79% y 76% de los participantes con y sin altos niveles de autoeficacia académica. Se discuten las posibles explicaciones y las implicaciones de los resultados para el ámbito de la Psicología de la Educación.

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Fuente de los datos: Dialnet