Influencia de la autoeficacia académica sobre la adaptación a la universidad: rol mediador del agotamiento emocional académico y del engagement académico

Sergio Dominguez-Lara, Marbel Gravini-Donado, Rodrigo Moreta-Herrera, Segundo R. León

Resumen


El objetivo de esta investigación fue analizar el rol mediador del agotamiento emocional académico (AEM) y del engagement académico (EA) en la influencia de la autoeficacia académica (AA) sobre las dimensiones de la adaptación a la universidad (AU) en estudiantes universitarios peruanos de nuevo ingreso. Participaron 688 estudiantes de universidades privadas (56.105% mujeres; Medad = 19.576; DTedad = 5.230). El análisis de datos se realizó mediante un análisis de regresión estructural y los parámetros se interpretaron bajo una perspectiva de magnitud del efecto. Respecto a los resultados, sin considerar los mediadores, se encontró que existe una influencia significativa de la AA sobre todas las dimensiones de la AU. Por otro lado, y al considerar al rol mediador del AEM y del EA dentro del modelo, solo se encontró una influencia indirecta y significativa de la AA a través del EA sobre tres dimensiones de la AU (académica, institucional y social). En conclusión, el EA media la influencia de la AA sobre las dimensiones de la AU, mientras que el rol mediador del AEM no está clarificado.


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