Bibliographic citations
Alcalde, S., Berrocal, M. (2024). Grit, compromiso académico y bienestar general como determinantes de la autoeficacia académica en universitarios limeños [Tesis, Universidad Marcelino Champagnat]. https://hdl.handle.net/20.500.14231/3659
Alcalde, S., Berrocal, M. Grit, compromiso académico y bienestar general como determinantes de la autoeficacia académica en universitarios limeños [Tesis]. PE: Universidad Marcelino Champagnat; 2024. https://hdl.handle.net/20.500.14231/3659
@misc{sunedu/3574378,
title = "Grit, compromiso académico y bienestar general como determinantes de la autoeficacia académica en universitarios limeños",
author = "Berrocal Urbina, Maria Guadalupe",
publisher = "Universidad Marcelino Champagnat",
year = "2024"
}
Academic self-efficacy refers to the self-assessment of one's capabilities for adequate performance in the academic sphere. In this regard, various studies have found that there are variables that can explain its development. Thus, the main objective of the present study was to identify to what extent grit, academic commitment, and general well-being determine academic self-efficacy. To address the study's objective, an explanatory design of observable variables was followed, where the dependent variable was academic self- efficacy, and the independent variables were grit, academic commitment, and general well-being. A convenience sample of 151 participants, including males (41.0 %) and females (58.9 %) aged between 17 and 30 years, from psychology (39.1 %), administration (25.2 %), education (16.6 %), and accounting (19.2 %) programs, was selected. They came from both a public university (82.1 %) and a private university (17.9 %) in Metropolitan Lima. The participants completed the Perceived Self-Efficacy Scale in Academic Situations (EAPESA), Short Grit Scale (GRIT-S), Utrecht Work Engagement Scale for Students (UWES), and General Well-being Index through an online survey designed for the research. The results show that the proposed multiple linear regression model explains 30.7% of the variance (R2=.307; F=21.742; p<.001), with academic commitment (β=.331; p< .001) being the variable with the greatest power to directly and significantly explain academic self-efficacy, followed by general well- being (β=.241; p=0.002) and grit (β=.167; p=0.024), which follow the same trend. Finally, the study's results and limitations are discussed.
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