Academic self-efficacy in basic general education students from the area of Social Studies

Abstract

Since the appearance of Social Cognitive Theory, research related to self-efficacy has been gaining momentum in the educational context, as a basis for studying its influence as a modulator of certain student behaviors in various circumstances that are manifested in educational institutions; According to these ideas, self-efficacy is the result of the interrelation between behavior, cognitive factors and social factors, associated with the term triadic reciprocal determinism, where behavior manifests itself as symbolic capacity, foresight capacity, vicarious capacity, self-regulatory capacity and, capacity for self-reflection; which, taken to the field of education, is expressed in academic self-efficacy, a concept that describes students' self-perception of their abilities to achieve success in their academic objectives. The present study has a mixed approach, exploratory scope and non-experimental cross-sectional design, with the objective of identifying the level of academic self-efficacy in EGB students of the Mixed Fiscal School No. 2 “Teniente Gustavo Ledesma”. The analyzes confirm the internal consistency and construct validity of the applied instrument, its results demonstrate a high level of academic self-efficacy among the selected students and the interrelation of behavioral factors according to the postulates of the Social Cognitive Theory.