Resumen de El rendimiento académico: La influencia de las expectativas, el optimismo y la autoeficacia
Laura Redondo Gutiérrez, Tania Corrás, Mercedes Novo Pérez, Francisca Fariña Rivera
- español
El Espacio Europeo de Educación Superior exige abordar el proceso de enseñanza-aprendizaje desde el desarrollo de competencias. Para ello es necesario incluir los distintos factores psicosociales presentes en la comunidad universitaria, y su incidencia en el rendimiento académico. El objetivo del presente estudio es analizar si las expectativas, el optimismo y la autoeficacia se relacionan con el rendimiento académico.
- English
The European Higher Education Area requires addressing the teaching-learning process from the development of competencies. To obtain this it is necessary to include the different psychosocial factors present in the higher education community, and their impact on academic performance. The objective of the present study is to analyze if expectations, optimism and self-efficacy are related to academic performance. To achieve this, there were 127 undergraduate students, 72.5% men and 27.5% women, and their meanage was 20.14 years (SD = 2.40). It has been observed that the expectations are related to the result obtained and the self-efficacy with the professional expectations.
