Attitude Towards Technology And Its Relationship With Academic Self-Efficacy In Ecuadorian University Students

Abstract

The attitudes of university students towards technology and academic self-efficacy are two components that contribute to the teaching-learning processes, since they develop in university students digital competencies and skills for the critical and effective use of information in which organization, regulation and execution contribute to academic results. In addition, it is important to consider these variables in higher education in order to overcome the academic demands that allow students to develop in any context. The objectives of this research are to identify the prevalence and establish the relationship between these two constructs in classroom processes. For this purpose, the Attitudes towards Technology Scales (ACUTIC) and the Academic Situations Specific Perceived Self-Efficacy Scale (EAPESA) are used. The study has a quantitative approach, using a non-experimental design of descriptive, cross-sectional, comparative by gender and correlational type. The sample selected was 570 students, 76% were female and 24% were male, with a mean age (M=25.29). The results show that there is a direct and moderate correlation between the variables.  Furthermore, there are no statistically significant differences by gender (p> 0.05). It is concluded that both Attitude towards technology and Academic Self-efficacy are fundamental resources within Higher Education, allowing the interaction, production and meaning of knowledge.