Perceived self-efficacy of students with hearing and hearing disabilities

The educational path that students go through generates various experiences that influence their self-efficacy. This can be defined as the assessment that an individual makes of their own competencies (Bandura, 1997; Rosales-Ronquillo and Hernandez-Jacquez, 2020; Schunk and Zimmerman, 2012).In this sense, the general purpose of the study was to analyze the discrepancies in the total scores of perceived academic self-efficacy between deaf and hearing students. To carry out this analysis, the Perceived Self-Efficacy in Academic Situations Scale (EAPESA) was used, applied to a sample of 62 participants, who were in different ESO courses and were between 12 and 16 years old. For data analysis, Student's t test and Cohen's d were used. Statistically significant differences were found between students, with deaf people scoring significantly higher in perceived academic self-efficacy. These variations in scores could be attributed to the additional support that educational institutions provide to deaf students compared to other groups.Therefore, it is suggested that it is essential for schools to maintain a balanced commitment to fostering a perception of positive academic self-efficacy in all students, to promote their educational success (Arreola et al., 2018). Thus, it is intended that each student, regardless of their condition, achieves their academic goals and feels equally valued in their educational environment.