Bibliographic citations
Azerrad, L., (2022). Estrategias de aprendizaje - estudio y autoeficacia académica en universitarios con trastorno del espectro autista [Tesis, Universidad Femenina del Sagrado Corazón]. http://hdl.handle.net/20.500.11955/997
Azerrad, L., Estrategias de aprendizaje - estudio y autoeficacia académica en universitarios con trastorno del espectro autista [Tesis]. PE: Universidad Femenina del Sagrado Corazón; 2022. http://hdl.handle.net/20.500.11955/997
@mastersthesis{renati/226018,
title = "Estrategias de aprendizaje - estudio y autoeficacia académica en universitarios con trastorno del espectro autista",
author = "Azerrad Urrutia, Lorena",
publisher = "Universidad Femenina del Sagrado Corazón",
year = "2022"
}
The objective of this research is to determine the relationship between learningstudy strategies and academic self-efficacy in university students with an autism spectrum disorder. It is a descriptive study, of a quantitative type, with a nonexperimental cross-sectional and correlational design. The sample is made up of 34 students of both sexes with autism spectrum disorder between 18 and 26 years of age, who attend university studies between the I and the X undergraduate cycle at universities in Metropolitan Lima. The instruments used are The Learning Strategies Inventory – study adapted by Escurra-Mayaute and Ruiz-Dodobara (2013) and the Robles Academic Self-Efficacy Scale (2018). The results obtained show that university students with autism spectrum disorder use few learning-study strategies and show an average level of academic selfefficacy. Direct and significant relationships were found between learning strategies – study: attitude, anxiety control, concentration, information reprocessing, main idea selection, and test strategies with general academic selfefficacy.
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