Escritura académica y autoeficacia en estudiantes de ciencias sociales y humanas de una universidad peruana

  1. Barreda-Parra, Aymé 1
  2. Núñez-Pacheco, Rosa 2
  3. Turpo-Gebera, Osbaldo 3
  4. Limaymanta, Cesar H. 4
  5. Sánchez-Gómez, Ma Cruz 5
  1. 1 Departamento Académico de Psicología, Universidad Nacional de San Agustín de Arequipa, Perú.
  2. 2 Departamento Académico de Literatura y Lingüística, Universidad Nacional de San Agustín de Arequipa, Perú.
  3. 3 Departamento Académico de Educación, Universidad Nacional de San Agustín de Arequipa, Perú.
  4. 4 Departamento de Bibliotecología y Ciencias de la Información, Universidad Nacional Mayor de San Marcos, Perú; Facultad de Ciencias de la Salud, Universidad Peruana de Ciencias Aplicadas, Perú.
  5. 5 Departamento de Didáctica, Organización y Métodos de Investigación de la Universidad de Salamanca, España.
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Journal:
Estudios pedagógicos

ISSN: 0716-050X,  0718-0705

Year of publication: 2023

Volume: 49

Issue: 2

Pages: 357-371

Type: Article

DOI: 10.4067/S0718-07052023000200357 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Estudios pedagógicos

Sustainable development goals

Abstract

Self-efficacy is based on Bandura’s Social Cognitive Theory and from this perspective the objective of this study is to examine the relationship between academic writing and self-efficacy beliefs for writing in undergraduate university students. The sample consisted of 176 participants, 114 women and 62 men, from a Peruvian public university. Quantitative and correctional methodology were used. The participants completed a Perception Questionnaire on Academic Literacy and a Writing Self-Efficacy Scale. The results reveal that the relationship between academic writing perception and self-efficacy beliefs is moderate; there are no significant differences by gender and academic program. It is concluded that the higher the level of perception of academic writing, the higher the self-efficacy beliefs.

Data source: Dialnet