<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1409-4258</journal-id>
<journal-title><![CDATA[Revista Electrónica Educare]]></journal-title>
<abbrev-journal-title><![CDATA[Educare]]></abbrev-journal-title>
<issn>1409-4258</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional. CIDE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1409-42582021000200001</article-id>
<article-id pub-id-type="doi">10.15359/ree.25-2.1</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Escala de autoeficacia en la vida académica: Propiedades psicométricas en estudiantes de nuevo ingreso al nivel universitario]]></article-title>
<article-title xml:lang="en"><![CDATA[The Self-Efficacy Scale in Academic Life: Psychometric Properties in New Students to the University Level]]></article-title>
<article-title xml:lang="pt"><![CDATA[Escala de Autoeficácia na vida acadêmica: Propriedades psicométricas em novos estudantes que ingressam na graduação]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[García-Méndez]]></surname>
<given-names><![CDATA[Rosa María]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rivera-Ledesma]]></surname>
<given-names><![CDATA[Armando]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Latina  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Latina  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2021</year>
</pub-date>
<volume>25</volume>
<numero>2</numero>
<fpage>1</fpage>
<lpage>24</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-42582021000200001&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-42582021000200001&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-42582021000200001&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El objetivo del presente artículo de investigación fue el desarrollar un instrumento para la medición de la autoeficacia en vida académica (AVA), definida como el conjunto de aspectos psicológicos, sociales, económicos y académicos que directa o indirectamente están asociados a la vida académica del estudiantado. Con un diseño no experimental, descriptivo correlacional, y en una muestra de 2 926 estudiantes de nuevo ingreso a educación universitaria, de ambos sexos (55,1% mujeres), se exploraron las cualidades psicométricas de un conjunto de indicadores de AVA, recolectados mediante un cuestionario implementado en un formulario de Google para su aplicación vía ordenador, obteniéndose un instrumento compuesto de 102 ítems distribuidos en 14 factores que explicaron en total el 59,5% de la varianza con una confiabilidad Alfa entre .77 y .90 para los factores, y .89 para toda la estructura. La escala obtuvo una validez concurrente adecuada con respecto a la Escala de autoeficacia en conductas académicas al obtener correlaciones favorables entre .40 y .60, en su mayoría. La Escala de autoeficacia en vida académica (EAVA) resultante cuenta además con valores percentiles en cada una de sus sub-escalas y puntos de corte con alta confiabilidad fijados en el percentil 25, que permiten identificar sujetos en riesgo; bajos niveles de autoeficacia se han reportado asociados a deserción escolar y bajo rendimiento académico. Enfocado como instrumento de apoyo diagnóstico a la acción tutorial universitaria, la EAVA se postula como una herramienta útil para la prevención de problemas adaptativos en el estudiantado novel de nivel universitario.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This research article aimed to develop an instrument for measuring self-efficacy in academic life (SAL) of students, defined as the set of psychological, social, economic, and academic aspects directly or indirectly associated with the students&#8217; academic life. Under a non-experimental, descriptive, correlational design, and with a sample of 2926 new students (55.1% women) to university education, the psychometric qualities of a set of SAL indicators were explored. The information was collected using a questionnaire form implemented via computer. This instrument comprised 102 items distributed in 14 factors that explained 59.5% of the variance with alpha reliability between .77 and .90 for the factors and .89 for the whole structure. The scale obtained an adequate concurrent validity with respect to the Self-efficacy scale in academic conduct when reaching favorable correlations between .40 and .60. The self-efficacy scale in academic life (SSAL) results also has percentile values in each of its subscales and cut-off values with high reliability set at the 25th percentile, which allows identifying subjects at risk. Low levels of self-efficacy have been reported associated with school dropouts and low academic performance. Focused as a diagnostic support instrument for university tutoring, the SSAL can help prevent adaptive problems in new students at the university level.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O objetivo do presente artigo de investigação foi desenvolver um instrumento para a medição da Autoeficácia na Vida Acadêmica (AVA), definido como o conjunto de aspectos psicológicos, sociais, econômicos e acadêmicos que estão direta ou indiretamente associados com a vida acadêmica de estudantes. Com um desenho experimental, descritivo correlacional, e em uma amostra de 2926 novos estudantes ingressantes na educação universitária, de ambos os sexos (55.1% mulheres), foram exploradas as qualidades psicométricas de um conjunto de indicadores AVA, recolhidos por meio de um questionário implementado em um Formulário Google para sua aplicação via computador, obtendo-se um instrumento composto de 102 itens distribuídos em 14 fatores que explicaram no total de 59,5% da variância, com uma confiabilidade Alfa entre .77 e .90 para os fatores, e .89 para toda a estrutura. O resultado da Escala de Autoeficácia na Vida Acadêmica (EAVA) conta com valores percentis em cada uma da suas subescalas e pontos de corte com alta confiabilidade fixado no percentil 25, permitindo identificar sujeitos de risco; os baixos níveis de autoeficácia foram encontrados associados à deserção escolar e baixo rendimento acadêmico. Focado como um instrumento de apoio diagnóstico para a ação tutorial universitária, a EAVA é reconhecida como uma ferramenta útil para a prevenção de problemas adaptativos em novos estudantes de nível universitário.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Autoeficacia académica]]></kwd>
<kwd lng="es"><![CDATA[escala]]></kwd>
<kwd lng="es"><![CDATA[rendimiento académico]]></kwd>
<kwd lng="es"><![CDATA[vida académica]]></kwd>
<kwd lng="en"><![CDATA[Academic life]]></kwd>
<kwd lng="en"><![CDATA[academic performance]]></kwd>
<kwd lng="en"><![CDATA[academic self-efficacy]]></kwd>
<kwd lng="en"><![CDATA[scale]]></kwd>
<kwd lng="pt"><![CDATA[Autoeficácia acadêmica]]></kwd>
<kwd lng="pt"><![CDATA[desempenho acadêmico]]></kwd>
<kwd lng="pt"><![CDATA[escala]]></kwd>
<kwd lng="pt"><![CDATA[evasão escolar]]></kwd>
<kwd lng="pt"><![CDATA[vida acadêmica]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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