ENGAGEMENT AND ACADEMIC SELF-EFFICACY IN ELEMENTARY EDUCATION STUDENTS

The engagement is understood as the motivation that each one has to perform different activities, and which is constituted by three components which are: vigor, dedication and absorption. Many studies have shown that when a student shows his energy (vigor), his dedication and is concentrated (absorption) in the studies, then he has a better academic self-efficacy. For these reasons, the objective of this empirical study is to identify the relationship between the three components of engagement and academic self-efficacy in a sample of 40 primary school students from a private educational institution in Lima, Peru. The present study is guided by the quantitative approach, correlation type and predictive level. The UWES instruments for academic engagement and the EAPESA for academic self-efficacy were applied, which were adapted for primary school students. The results showed that the adapted instruments have adequate levels of validity and reliability. In addition, in the analysis of correlations was performed with Pearson's who and showed that he found that vigor, absorption and dedication obtained significant relationships with academic self-efficacy. Then the multiple linear regression analysis showed that the dedication component managed to predict academic self-efficacy.