Disposición al estudio, autoeficacia y atribuciones causales en estudiantes universitarios chilenos

The aim of this study is to analyze the relationship between (1) willingness to study strategies, (2) causal attributions (to effort, ability and external causes) and (3) student´s perception of self-efficacy about their ability to self-regulate their processes of willingness to study. Method: An instrument built by the researchers called Willingness to the Study Self-Regulation Questionnaire was applied to a non probabilistic convenience sample of 695 Chilean university students from 5 universities of the Province of Concepción. Outcomes: Strong correlations were found between selfefficacy for the willingness to study self-regulation and the willingness to study strategies (r=0.54 to r =0.55). the willingness to study strategies had positive and moderate correlations (r=0.38 to r=0.42) with causal attributions for success to effort, weak correlations (r=0.15 to r=0.28) with causal attributions for success to ability and to external factors, and negative weak to moderate correlations (r=-0.19 to r =-0.38) with causal attributions for failure to effort, ability, and external factors. Conclusions: Students with high levels of willingness to study strategies show positive beliefs about their own ability to self-regulate their processes of willingness to study, they make causal attributions for their success mainly to effort, and they attribute their academic failure less and less to ability and external factors.The aim of this study is to analyze the relationship between (1) willingness to study strategies, (2) causal attributions (to effort, ability and external causes) and (3) student´s perception of self-efficacy about their ability to self-regulate their processes of willingness to study. Method: An instrument built by the researchers called Willingness to the Study Self-Regulation Questionnaire was applied to a non probabilistic convenience sample of 695 Chilean university students from 5 universities of the Province of Concepción. Outcomes: Strong correlations were found between selfefficacy for the willingness to study self-regulation and the willingness to study strategies (r=0.54 to r =0.55). the willingness to study strategies had positive and moderate correlations (r=0.38 to r=0.42) with causal attributions for success to effort, weak correlations (r=0.15 to r=0.28) with causal attributions for success to ability and to external factors, and negative weak to moderate correlations (r=-0.19 to r =-0.38) with causal attributions for failure to effort, ability, and external factors. Conclusions: Students with high levels of willingness to study strategies show positive beliefs about their own ability to self-regulate their processes of willingness to study, they make causal attributions for their success mainly to effort, and they attribute their academic failure less and less to ability and external factors.El objetivo de este estudio es: analizar la relación entre (1) Las estrategias disposición al estudio, (2) atribuciones causales (al esfuerzo, capacidad y causas externas) y (3) la percepción de autoeficacia que tienen los estudiantes sobre su capacidad de autorregular sus procesos de disposición al estudio. Método: Se aplicó un instrumento construido por los investigadores denominado Cuestionario de Autorregulación de la Disposición al Estudio a una muestra no probabilística por conveniencia de 695 estudiantes universitarios chilenos de 5 universidades de la provincia de Concepción. Resultados: Se encontraron correlaciones fuertes entre la autoeficacia para la autorregulación de la disposición al estudio y las estrategias de disposición al estudio (r=0.54 a r=0.55). Las estrategias de disposición al estudio presentan correlaciones positivas y moderadas (r=0.38 a r= 0.42) con las atribuciones causales de éxito al esfuerzo, débiles (r=0.15 a r= 0.28) con las atribuciones causales de éxito a la habilidad como a las atribuciones causales de éxito a causas externas, y correlaciones negativas, de débiles a moderadas (r=-0.19 a r= -0.38), con las atribuciones causales de fracaso al esfuerzo, a la habilidad y a causas externas. Conclusiones: Los estudiantes con altos niveles de estrategias de disposición al estudio presentan creencias positivas acerca de la propia capacidad para autorregular sus procesos de disposición al estudio, realizan atribuciones causales de sus éxitos principalmente al esfuerzo y disminuyen las explicaciones de fracasos académicos a su esfuerzo, su capacidad y a causas externas.