Bibliographic citations
Livia, A., (2019). Estrategias de Aprendizaje y Estudio en relación a la Autoeficacia Académica en Estudiantes Universitarios [Universidad Nacional de Educación Enrique Gúzman y Valle]. https://repositorio.une.edu.pe/handle/20.500.14039/9553
Livia, A., Estrategias de Aprendizaje y Estudio en relación a la Autoeficacia Académica en Estudiantes Universitarios []. PE: Universidad Nacional de Educación Enrique Gúzman y Valle; 2019. https://repositorio.une.edu.pe/handle/20.500.14039/9553
@mastersthesis{renati/1022532,
title = "Estrategias de Aprendizaje y Estudio en relación a la Autoeficacia Académica en Estudiantes Universitarios",
author = "Livia Cornelio, Abel Meres",
publisher = "Universidad Nacional de Educación Enrique Gúzman y Valle",
year = "2019"
}
The objective of this research work was to report an investigation carried out on the influence of academic self-efficacy on the use of study and learning strategies of students of the Faculty of Technology of the National University of Education Enrique Guzmán y Valle during the 2018 semester. -II. The population was considered to be the students of the II cycle of study in the specialties of Telecommunications and IT, Electronics and IT, Industrial and Architectural Design, and Civil Construction. The stratified and randomized sample was made up of 142 students. The research was carried out with a quantitative approach, correlational type and cross-sectional design. The Academic Self-Efficacy Inventory and the Study and Learning Strategies Inventory were applied to collect information, which were replicated in content validity with Aiken's V and reliability with Cronbach's alpha. The statistical analysis of the data was done with the Stanon scale for the levels of the variables studied, the Pearson correlation coefficient parametric test (r) to evaluate the general and specific research hypotheses, and the statistical significance test for the generalization of sample results. The findings showed a moderate positive influence of academic self-efficacy on the study and learning strategies of the students surveyed, as well as between academic self-efficacy and the use of collaborative work strategies, motivation and information management skills. It was also found that academic self-efficacy had a low positive influence on the abilities to prioritize information and use of learning resources of the participating students. The findings, finally, have turned out to be statistically significant at a probability level of p<0.05.
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