Resumen

CASTELLANOS-PAEZ, VIRGELINA; LATORRE-VELASQUEZ, DIANA CAROLINA; MATEUS-GOMEZ, SANDRA MILENA  y  NAVARRO-ROLDAN, CLAUDIA PATRICIA. Explanatory Model of Academic Performance from Self-Efficacy and Behavior Problems. Rev. colomb. psicol. [online]. 2017, vol.26, n.1, pp.149-161. ISSN 0121-5469.  https://doi.org/10.15446/rcp.v26n1.56221.

We analyzed a model about academic performance to know if attention problems, mediate the relationship between academic self-efficacy and academic performance specifically; and, if anxiety and depression moderate this relationship. In this study participated 326 students (11 - 18 ages); they filled the self-report behavioral out Youth Self-Report (Achenback & Rescorla, 2001) and the self-efficacy scale of Aguilar, Valencia y Martinez (2001). Academic performance was obtained from Grade Point Average (gpa) of two academic month periods in the language, science and mathematic areas. The multiple lineal regression model found that relation between self-efficacy and academic performance was mediated by attention problems. The model explained the 40% of the academic performance variance. The anxiety and depression moderated the relationship between variables, as a result, students with higher levels of anxiety and depression have lower self-efficacy and lower academic performance. In short, the academic self-efficacy and academic performance relationship affected by behavioral problems.

Palabras clave : Academic Performance; self-efficacy; attention problems; anxiety-depression.

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