Autoeficacia Académica en Estudiantes Universitarios: Revisión Narrativa desde la Psicología Educativa

Jesús Melecio    Martínez Quintero

doi:10.47606/ACVEN/PH0528

Authors

Jesús Melecio Martínez Quintero UNEFM y UNA Venezuela https://orcid.org/0009-0003-8146-6901

DOI:

https://doi.org/10.47606/ACVEN/PH0528

Keywords:

academic self-efficacy, university students, educational psychology, narrative review, higher education.

Abstract

Academic self-efficacy has established itself as a central construct for understanding learning, motivation, and performance in university students from the perspective of educational psychology. However, specialized literature shows a notable conceptual and theoretical diversity that hinders its systematization and coherent application in higher education. In this context, the objective of this article was to theoretically analyze academic self-efficacy in university students through a narrative theoretical review, aimed at integrating the main explanatory approaches to the construct. The review was developed based on the critical analysis of 26 specialized academic sources published between 1977 and 2024, including classic books and scientific articles published in recognized databases, prioritizing contributions based on social cognitive theory and self-regulated learning models; from this corpus, 12 key sources were systematized through a documentary analysis matrix. The findings allowed for the identification of theoretical consensus regarding the role of academic self-efficacy as a predictor of performance, motivation, commitment, and resilience, as well as conceptual divergences related to its definition, domain delimitation, and measurement. Likewise, theoretical gaps linked to the lack of integrative frameworks and the scarce articulation between explanatory models are evident. It is concluded that this review provides a relevant theoretical systematization that contributes to the conceptual strengthening of the construct and offers guidelines for future research and educational practices in the university context.

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