ACADEMIC SELF-EFFICACY AMONG HEALTH CARE UNDERGRADUATE STUDENTS IN A CHILEAN UNIVERSITY.
Autoeficacia académica en estudiantes de carreras de la salud de una universidad tradicional chilena.
Author
Hechenleitner-Carvallo, Marcela I; Universidad Católica de la Santísima Concepción
Jerez-Salinas, Alejandra A; Universidad Católica de la Santísima Concepción
Pérez-Villalobos, Cristhian E; Universidad de Concepción
Abstract
Background: Self-efficacy refers to people’s expectations about personal resources available for goal achievement. Higher self-efficacy expectations are correlated with higher academic performance. Aim: To analyze the psychometric properties of the Academic Behavior Self-Efficacy Scale (ABSES) and to describe Self-efficacy expectations of students from health-related careers. Material and methods: A non-probabilistic sample of 479 first- and second-year students from Nursing, Physiotherapy, Medicine, Nutrition and Medical Technology in a public university in Chile, answered the ABSES. Results were analyzed by Exploratory Factor Analysis and its reliability was evaluated using Cronbach’s alpha. Also a descriptive analysis and a non-parametric relational analysis were performed. Results: Two factors were identified: Attention and Participation. Attention obtained significantly higher scores than Participation (p Background: Self-efficacy refers to people’s expectations about personal resources available for goal achievement. Higher self-efficacy expectations are correlated with higher academic performance. Aim: To analyze the psychometric properties of the Academic Behavior Self-Efficacy Scale (ABSES) and to describe Self-efficacy expectations of students from health-related careers. Material and methods: A non-probabilistic sample of 479 first- and second-year students from Nursing, Physiotherapy, Medicine, Nutrition and Medical Technology in a public university in Chile, answered the ABSES. Results were analyzed by Exploratory Factor Analysis and its reliability was evaluated using Cronbach’s alpha. Also a descriptive analysis and a non-parametric relational analysis were performed. Results: Two factors were identified: Attention and Participation. Attention obtained significantly higher scores than Participation (p