Capital psicológico, depresión, ansiedad y estrés como predictores de la autoeficacia académica en universitarios ecuatorianos
Psychological capital, depression, anxiety, and stress as predictors of academic self-efficacy among Ecuadorian university studentsBarra lateral del artículo
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Introducción: La salud mental universitaria y los recursos psicológicos positivos constituyen ejes del desempeño académico. Objetivo: Analizar la relación de la depresión, la ansiedad, el estrés y el capital psicológico con la autoeficacia académica en estudiantes universitarios de Loja, Ecuador y la contribución explicativa adicional del capital psicológico respecto de los síntomas emocionales. Método: Estudio cuantitativo, transversal y correlacional, con muestra no probabilística de 152 universitarios. Se aplicaron la DASS-21, el PCQ-12 académico y la EAVA; se efectuaron análisis de consistencia interna, correlaciones de Pearson y regresión jerárquica. Resultados: La autoeficacia académica presentó correlaciones negativas con depresión (r = −0,361), ansiedad (r = −0,334) y estrés (r = −0,302), y positiva con capital psicológico (r = 0,707; p < 0,001). Los síntomas explicaron 14,6 % de la varianza; el capital psicológico la elevó al 50,4 %. Conclusión: Los síntomas emocionales se asocian de forma negativa con la autoeficacia académica, aunque su contribución independiente se reduce al incorporar el capital psicológico. Este constructo muestra una asociación positiva y robusta con la autoeficacia académica, incluso al excluir su dimensión de eficacia.
Introduction: University students' mental health and positive psychological resources are central to academic performance. Objective: To analyze the relationship between depression, anxiety, stress, and psychological capital with academic self-efficacy among university students in Loja, Ecuador, and the additional explanatory contribution of psychological capital relative to emotional symptoms. Method: A quantitative, cross-sectional, correlational study was conducted with a non-probabilistic sample of 152 university students. The DASS-21, the academic PCQ-12, and the EAVA were administered; internal consistency analyses, Pearson correlations, and hierarchical regression were performed. Results: Academic self-efficacy showed negative correlations with depression (r = −0,361), anxiety (r = −0,334), and stress (r = −0,302), and a positive correlation with psychological capital (r = 0,707; p < 0,001). Symptoms explained 14,6 % of the variance; psychological capital increased the explained variance to 50,4 %. Conclusion: Emotional symptoms are negatively associated with academic self-efficacy, although their independent contribution decreases when psychological capital is included. This construct exhibits a robust positive association with academic self-efficacy, even when its efficacy dimension is excluded.
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