Relationship between undergraduate student confidence, approach to learning and academic performance: the role of gender

  1. de la Fuente Arias, Jesús 1
  2. Sander, Paul 2
  3. Putwain, David W. 3
  1. 1 Universidad de Almería
    info

    Universidad de Almería

    Almería, España

    ROR https://ror.org/003d3xx08

  2. 2 Cardiff Metropolitan University
    info

    Cardiff Metropolitan University

    Cardiff, Reino Unido

    ROR https://ror.org/00bqvf857

  3. 3 Edge Hill University
    info

    Edge Hill University

    Ormskirk, Reino Unido

    ROR https://ror.org/028ndzd53

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Revista:
Revista de psicodidáctica

ISSN: 1136-1034

Año de publicación: 2013

Volumen: 18

Número: 2

Páginas: 375-393

Tipo: Artículo

DOI: 10.1387/REVPSICODIDACT.7078 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Revista de psicodidáctica

Objetivos de desarrollo sostenible

Resumen

Los objetivos de esta investigación fueron: ( 1) establecer la interdependencia entre la confianza académica, el enfoque de aprendizaje y el rendimiento, según el género; (2) modelar las relaciones entre la confianza académica, el enfoque de aprendizaje y el rendimiento. Participaron 2429 estudiantes del grado de Psicología de tres universidades, dos españolas y una de UK. Se utilizó la escala de confianza académica (ABC), el cuestionario de proceso de estudio revisado, con dos factores (R-SPQ-2) y el rendimiento académico, medido por la calificación media (GPA). Se realizaron análisis con pruebas paramétricas de diferencias y modelos de ecuaciones estructurales. Los varones tuvieron mayores niveles de confianza en la verbalización. Las alumnas mostraron mayor confianza en el estudio y la asistencia, y menos enfoque superficial de aprendizaje. La confianza académica se asoció positivamente con un enfoque profundo, pero no con el rendimiento. Se comentan las implicaciones de los resultados.

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