Predictive value of self-efficacy with learning strategies in higher education in two face-to-face and distance modalities. A comparative analysis
Abstract
The university context is an academic space where different factors converge. These elements will be conditioned by the itinerary established, depending on the type of studies undertaken, whether face-to-face or distance learning, which will determine the strategies established and self-efficacy in learning. In this research, 246 students from the National University of Distance Education (UNED) [Spain], with participants (n = 110) and the University of Jaén (Andalusia) [Spain], with participants (n = 136), took part in this research. The Academic Situations Specific Perceived Self-Efficacy Scale (EAPESA) and the Questionnaire for the Evaluation of Learning Strategies in University Students (CEVEAPEU) were used. The aim was to determine the predictive value of self-efficacy with learning strategies in face-to-face and distance university education. This research used a reflective structural equation model (PLS-SEM) according to the theoretical framework proposed, from an explanatory-predictive perspective. The results obtained showed the following coefficients of determination in the distance scenario [(R2=0.736); (Q²=0.281)]; and face-to-face scenario [(R2=0.725); (Q²=0.306)]. This research has corroborated the trend, approximation and convergence produced in recent years in these academic modalities.
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