Evaluation of self-efficacy, expectations and academic goals associated with school performance.
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- Español
Abstract
The aim of the present study was to verify the model of academic performance proposed in the Social Cognitive Career theory. For this purpose, three scales were constructed to evaluate self-efficacy, outcome expectations and goals setting in relation to general academic performance in the Mexican population. The construct validity of each scale was obtained through expert judgement, piloting and final application to a sample of 300 high school students of Aguascalientes. Thus, student t tests, exploratory and confirmatory factorial analyses were performed, and finally the Cronbach's Alpha coefficient was obtained to establish reliability. The scale of self-efficacy was composed of 15 items and four dimensions: learning strategies, compliance with standards, confronting adverse situations and organizing strategies. The scale of outcome expectations was composed of 10 items and three dimensions: continuation of studies, academic recognition and family recognition. The goals setting scale was composed of 9 items and two dimensions: short-term academic goals and long-term academic goals. The results of the present investigation allowed us to conclude that the three scales obtained adequate internal consistency, factorial and concurrent validity. The multiple regression analysis showed that the best academic performance model is one that includes the variables of previous performance, self-efficacy and outcome expectations. In conclusion, we obtained three scales that evaluate three cognitive variables, with empirical support for the use of the academic performance model in Mexican adolescents.
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References
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