El modelo del rendimiento académico del estudiante universitario: aplicación a una Facultad de Economía

Abstract

This study aims to advance knowledge about student academic performance. Specifically, following the proposal of Fenollar, Cuestas and Roman (2006), we propose an integrative model of theories that explain the student's academic performance, understood as the perceived learning and the student note expected. In particular, those based on Cognitive Achievement Theory initiated by Deck (1986) and Self-efficacy Theory developed by Bandura (1986). We analyze the effect that these theories have in (1) learning perceived by the student, (2) the expected note and (3) overall student satisfaction. Thus, we conducted a study with 932 students of a Faculty of Economics. The results highlight the importance of self-efficacy and some orientations on student performance, as well as this one on your satisfaction.