Estilos de aprendizaje asociados a la autoeficacia académica en estudiantes de la carrera de Licenciatura en Psicología de la Universidad de Cuenca en el periodo académico marzo-agosto 2021

Abstract

Learning styles represent the different ways in which an individual learns, which include preferences for content and activities at the time of learning, which is why they have been investigated in conjunction with professional areas, finding that there are styles that are more closely linked to some areas than others. On the other hand, academic self-efficacy is the selfperception of having or not having the ability to comply with academic activities efficiently. In accordance with this, the objective of the research was to identify if there is a relationship between learning styles and academic self-efficacy in students of the career Degree in Psychology from the University of Cuenca. The study had a quantitative, non-experimental, cross-sectional approach with a descriptive-correlational scope. A non-statistical sample of 130 students from the Faculty of Psychology was used; the instruments used were the Kolb Learning Styles Inventory version E and the Torre General Academic Self-Efficacy Scale. Among the results found are that most of the students tend to have a divergent learning style and the least frequent style was the accommodating; regarding the levels of academic selfefficacy, there is a large proportion of students with a high level, followed by a medium level; and, finally, it was found that there is no significant relationship between learning styles and academic self-efficacy. In conclusion, in psychology students the divergent learning style and a high level of academic self-efficacy predominate; however, these two are not related.