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[Academic self-efficacy among health care undergraduate students in a Chilean university]
Marcela I Hechenleitner-Carvallo1, Alejandra A Jerez-Salinas1, Cristhian E Pérez-Villalobos2
1Oficina de Educación en Ciencias de la Salud (OFECS), Universidad Católica de la Santísima Concepción, Concepción, Chile.
Background:
Self-efficacy refers to people's expectations about personal resources available for goal achievement. Higher self-efficacy expectations are correlated with higher academic performance.
Aim:
To analyze the psychometric properties of the Academic Behavior Self-Efficacy Scale (ABSES) and to describe Self-efficacy expectations of students from health-related careers.
Material And Methods:
A non-probabilistic sample of 479 first- and second-year students from Nursing, Physiotherapy, Medicine, Nutrition and Medical Technology in a public university in Chile, answered the ABSES. Results were analyzed by Exploratory Factor Analysis and its reliability was evaluated using Cronbach's alpha. Also a descriptive analysis and a non-parametric relational analysis were performed.
Results:
Two factors were identified: Attention and Participation. Attention obtained significantly higher scores than Participation (p < 0.001). Compared to their second-year counterparts, first year students had higher scores in Attention (p < 0.001) and Participation (p < 0.01). Medicine students had higher scores in Participation than students from other careers.
Conclusions:
A two factor solution was identified for ABSES. Surveyed students had a predominantly passive Self-efficacy, focused in attention. Also, a reduction in self efficacy was noted among second year students.