Self-efficacy and academic performance in higher education: a case study

Autores/as

DOI:

https://doi.org/10.31637/epsir-2024-960

Palabras clave:

Self-efficacy, General Self-efficacy, Social Self-efficacy, Students, Academic Performance, Age, Gender, Correlation

Resumen

Introduction: There is a large body of research showing that self-efficacy is a crucial predictor of student achievement.  Based on this framework, this study aims to investigate the correlation between students' general self-efficacy (GSE) and Social self-efficacy (SSE) and academic performance, as well as the relationship between GSE and SSE with age and gender. Methodology: Our approach was quantitative, descriptive, and cross-sectional. The target population was all students enrolled during the academic year 21/22 at a Portuguese higher education institution. Results: The results indicate that students with a high level of GSE perform better than those with lower GSE and the level of GSE depends on age and gender. Although, no correlation was identified for SSE and student performance. Discussion: From the results it was possible to corroborate the following study hypothesis: students with a high level of GSE perform better than those with lower GSE, the level of GSE and SSE depends on age and gender. Although the hypothesis set students with a high level of SSE perform better than those with lower SSE was not supported. Conclusions: This investigation could support strategies to promote self-efficacy in students with the aim of improving their academic performance.

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Biografía del autor/a

Elisa Figueiredo, Instituto Politécnico da Guarda

Profesor del Departamento de Gestión y Economía de la Escuela de Tecnología y Gestión (STM) del Instituto Politécnico de Guarda (IPG), Portugal. Doctor en Psicología de las Organizaciones. Director de la licenciatura en Gestión de Recursos Humanos en la STM del IPG. Profesora invitada en el Máster de Gestión Global y en el Máster de Gestión Internacional de Recursos Humanos del ISCID-Co - International Business School de la Université Littoral Côte d'Opale (Francia). Miembro del consejo del Observatorio DIGIQUAL (Francia) con la misión de promover la investigación en las áreas de Gestión de Recursos Humanos, Bienestar en el Trabajo, Salud, Higiene y Seguridad en el Trabajo, Digitalización de los RRHH y Gestión del Cambio. Consultor y formador en Gestión de Recursos Humanos y Comportamiento Organizacional.

Cecília Fonseca, Instituto Politécnico da Guarda

Profesor del Departamento de Ciencias Exactas y Experimentales de la Escuela Superior de Tecnología y Gestión (STM) del Instituto Politécnico de Guarda (IPG), Portugal. Doctor en Matemáticas Aplicadas. Presidente del Consejo Técnico-Científico de STM. Formador en cursos de formación del profesorado en el marco de la educación permanente en el IPG. Participación en programas de movilidad por varios países europeos. Investigación relacionada con medidas de dependencia para eventos extremos espaciales, análisis de datos para áreas de salud y gestión.

Teresa Paiva, Instituto Politécnico da Guarda

Profesor del área de Dirección y Marketing del Instituto Politécnico de Guarda (IPG), Doctor en Dirección de Empresas, especialidad en Marketing, Master en Ciencias Empresariales, especialidad en Dirección Estratégica y Desarrollo Empresarial y Licenciado en Ciencias Económicas. Tiene un postgrado en Dirección de Incubadoras, Aceleradoras y Centros de Desarrollo Empresarial por la Universidad de Salamanca. Es formador certificado en Gestión y Emprendimiento. Desarrolla investigación en marketing, innovación y educación emprendedora, con varias publicaciones científicas y técnicas. Tiene experiencia en la coordinación de diversos proyectos de investigación científica y aplicada, cofinanciados por fondos nacionales y/o europeos y participa en proyectos cofinanciados por Europa.

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2024-11-04

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Figueiredo, E., Fonseca, C., & Paiva, T. (2024). Self-efficacy and academic performance in higher education: a case study. European Public & Social Innovation Review, 9, 1–16. https://doi.org/10.31637/epsir-2024-960

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