Más allá de las fronteras: explorando la conexión entre la identidad global y la autoeficacia académica en estudiantes universitarios – un estudio transversal
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Aunque se ha prestado creciente atención al papel de la identidad en los resultados académicos, existe poca investigación empírica sobre cómo la identidad global se relaciona con la autoeficacia académica en estudiantes universitarios. Este estudio examinó la asociación entre la identidad global y la autoeficacia académica, así como su relación con el rendimiento académico en estudiantes de grado en Arabia Saudita. Utilizando un diseño transversal, se recopilaron datos de 946 estudiantes (39.5 % mujeres; M = 20.8 años, DE = 1.3) a través de instrumentos estandarizados de identidad global y autoeficacia académica. Los resultados mostraron que la apertura cultural (un componente de la identidad global) se asoció positivamente con todas las dimensiones de la autoeficacia académica, mientras que el no-nacionalismo mostró asociaciones negativas. El control percibido fue un mediador significativo entre ambos componentes de la identidad global (apertura cultural y no-nacionalismo) y el rendimiento académico, medido por el promedio general de calificaciones. El género no moderó la relación entre apertura cultural y autoeficacia, pero sí moderó la relación entre no-nacionalismo y control percibido, siendo más fuerte en mujeres. Estos resultados destacan la importancia de fomentar perspectivas globales para fortalecer la confianza y el éxito académico.
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