Emociones positivas, apoyo a la autonomía y rendimiento de estudiantes universitarios

El papel mediador del compromiso académico y la autoeficacia

Xavier Oriol Granado, Michelle Mendoza Lira, Carmen Gloria Covarrubias Apablaza, Víctor Michel Molina López

Resultado de la investigación: Article

7 Citas (Scopus)

Resumen

The overall objective of this study is to check if some variables such as autonomy support and positive affect experienced in the classroom are predictors of academic performance through self-efficacy and engagement in university students. The tested model confirm the expected results but notes that the self-efficacy does not shown a significant direct effect on performance. Therefore, a second model is tested. We include self-efficacy as a predictor of academic engagement eliminating direct effect of this variable on performance. The results show a greater adjustment in the second model, so that (1) positive emotions and autonomy support predict academic performance, self-efficacy and academic engagement (2) self-efficacy predicts higher levels of academic engagement and this variable improves academic performance (3) indirect effects also show that there are a mediation of these variables on the predictive relationship of autonomy support and positive emotions on performance.

Idioma originalSpanish
PublicaciónRevista de Psicodidactica
Volumen22
N.º1
DOI
EstadoPublished - 2017

Huella dactilar

Self Efficacy
self-efficacy
Emotions
emotion
autonomy
Students
university
performance
student
Social Adjustment
mediation
classroom

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

Citar esto

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abstract = "The overall objective of this study is to check if some variables such as autonomy support and positive affect experienced in the classroom are predictors of academic performance through self-efficacy and engagement in university students. The tested model confirm the expected results but notes that the self-efficacy does not shown a significant direct effect on performance. Therefore, a second model is tested. We include self-efficacy as a predictor of academic engagement eliminating direct effect of this variable on performance. The results show a greater adjustment in the second model, so that (1) positive emotions and autonomy support predict academic performance, self-efficacy and academic engagement (2) self-efficacy predicts higher levels of academic engagement and this variable improves academic performance (3) indirect effects also show that there are a mediation of these variables on the predictive relationship of autonomy support and positive emotions on performance.",
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T2 - El papel mediador del compromiso académico y la autoeficacia

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AU - Mendoza Lira, Michelle

AU - Apablaza, Carmen Gloria Covarrubias

AU - López, Víctor Michel Molina

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