Browsing by Subject "Academic self-efficacy"

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    Parental autonomy support and homework completion: Mediating effects of children’s academic self-efficacy, purpose for doing homework, and homework-related emotions
    (Universidad de Murcia. Servicio de Publicaciones, 2022) Valdés Cuervo, Angel A.; Grijalva Quiñonez, Christian S.; Parra Pérez, Lizeth G.
    Parenting qualities may affect children’s homework achieve-ment. The present study examined the relationship among parental au-tonomy support, children’s academic self-efficacy, learning-oriented pur-poses for doing homework, positive homework-related emotions, and homework completion. The sample included 984 children (M age = 10.68 years, SD = 0.63), 502 (51%) boys and 482 (49%) girls from elementary schools of Sonora, Mexico. A structural model and multigroup invari-ance by gender and academic achievement was calculated. The structural model indicated that parental autonomy support had a direct positive rela-tion with children’s academic self-efficacy, learning-oriented purposes, and positive emotions in homework; it also had an indirect effect in homework completion by its positive association with these psychologi-cal resources. A multi-group analysis indicates that gender and academic achievement did not moderate the structural relations. Overall, findings suggest that parental autonomy support is critical to promote homework completion in elementary school children.
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    Prácticas externas universitarias en el área educativa : rendimiento y satisfacción del alumnado
    (Universidad de Zaragoza, Asociación Universitaria de Formación del Profesorado (AUFOP), 2025) Abellán Roselló, Laura; Fernández Rodicio, Clara Isabel; Sin departamento asociado
    External internships for university students constitute a fundamental subject within their training process. The objective of this research is to explore the relationship between general academic self-efficacy and psycho-emotional adaptation of students with respect to their performance and satisfaction after completing the curricular practices of educational university degrees. The General Academic Self-Efficacy Questionnaire (MOCSE-AAG), Psychoemotional Adaptation Questionnaire (MOCSE-AP), Student Satisfaction Questionnaire (MOCSE-SSPQ) and academic performance (final grade of the subject) were used. The sample consists of 127 university students, with an average age of 21.09 years (75.3% are women and 24.7% men). Regarding qualifications, 74% study for a Bachelor's degree and 26% for a Master's degree. A descriptive, correlational and reliability analysis of the study instruments and a comparison between undergraduate and master's students was carried out. All the variables studied are related to each other in a positive and significant way. Master's students obtain better results in satisfaction and performance after completing their internships. Furthermore, students who carry out internships in the 4th year of their degree or master's degree obtain better scores in general academic self-efficacy and psycho-emotional adaptation. The perception of the student body regarding their general academic self-efficacy and psycho-emotional adaptation when carrying out their curricular internships influences satisfaction and performance in the educational centers where they carried out their internships.