Flexibilidad psicológica y autoeficacia académica en estudiantes universitarios

Abstract

A descriptive and correlational study aimed at identifying the relationship between psychological flexibility and academic self-efficacy in university students. The sample consisted of 185 university students selected by non-probabilistic convenience sampling. The following instruments were used for data collection: the Academic Situations Specific Perceived Self-Efficacy Scale (EAPESA) to assess academic self-efficacy and the Acceptance and Action Questionnaire-II (AAQ-II) to assess psychological flexibility; in addition, sociodemographic data were collected through a survey. The results report that the mean age of the participants was 19.8 years. It was identified that the mean academic self-efficacy score was (M=69.7), and a statistically significant difference between the mean scores of females (M=67.7) and males (M=75.3), where the mean of males is higher. The results reflect a slight negative correlation between psychological flexibility and self-efficacy, that is, the higher the psychological flexibility, the higher the academic self-efficacy in university students, since, in the AAQ-II questionnaire, a lower score means that there is a high level of psychological flexibility.