Relación entre estrategias de aprendizaje y autoeficacia académica en estudiantes de psicología clínica

Abstract

The present research aims to determine the relationship between learning strategies and academic self-efficacy in university students of the psychology career of a higher education institution in Quito. The research was approached from a quantitative, correlational and non-experimental cross-sectional design approach. The sample was composed of 145 students of the Psychology major, sampled in a non-probabilistic way for convenience. Two instruments were used for data collection: the Schmeck Learning StrategiesInventory, of 55 items with dichotomousresponse (true/false), and an academic self-efficacy scale, the results of which were used to categorize the levels of this variable into low, medium and high. Descriptive and inferential statistics, Kolmogorov–Smirnov normality test and Spearman correlation coefficient were used for data analysis, with a significance level of 0.05. The results showed that there is no statistically significant association between learning strategies and academic self-efficacy (ρ = 0.015; p = 0.862), suggesting that they are independent in the analyzed sample. In conclusion, the results indicate that the use of learning strategies is not related to the perception of academic selfefficacy in the studied students, which implies that there are other personal and contextual factors that influence the construction of self-efficacy at university.