Autoeficacia académica en la adquisición de competencias clave en la Educación Secundaria

Una perspectiva de género

Dados Bibliográficos

ID21382476
AutoresLara Montero de Espinosa Ramos (0009-0009-0521-0094, Pontifical University of Salamanca), Amparo Jiménez Vivas (0000-0002-2739-6581, Pontifical University of Salamanca), María-Teresa Gómez-Marcos (0000-0002-4368-7012, Pontifical University of Salamanca), Maria Teresa Gómez Marcos (Pontifical University of Salamanca)
Ano2026
Volume84
Fascículo294
Páginas387-404
Data de publicação2026-04-29
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoRevista Española de Pedagogía (JOURNAL)
Identificadores do periódicoISSN: 0034-9461 • E-ISSN: 2174-0909
EditoraUniversidad Internacional de La Rioja (PUBLISHER • ES)
DOI10.9781/rep.2026.833
OpenAlexW7159808427
IdiomaES
Referências citadas42

Key competences have become the transversal axis of our educational system. After comple[1]ting Compulsory Secondary Education, students must have acquired an average level in each of the competences. The purpose of the study is to discover the academic self-efficacy of students in Extremadura regarding the acquisition of key competences upon completion of compulsory secondary education by observing the differences that exist based on gender—male, female and non-binary. For this purpose, a quantitative, non-experimental, descriptive-inferential study is pre[1]sented, with a sample of 1,106 4th (final) year ESO [Compulsory Secondary Education] students from public and state-supported private schools in Extremadura (N = 11.10%) to whom the KEY[1]COMSE questionnaire was applied, which was designed ad hoc to meet the research objectives. The results indicate significant differences, with females declaring higher academic self-efficacy in linguistic competence, multilingual competence, digital competence, personal, social and learning to learn competence, and cultural awareness and expression competence. Conversely, the non-binary group presents low levels of academic self-efficacy in relation to the development of key competences as a whole, with the exception of multilingual competence. Finally, it is especia[1]lly important to point out that obtaining students’ views on their academic self-efficacy, observing gender differences, can contribute to identifying the most appropriate teaching-learning strategies for equitable education, thus improving educational quality

Context (archaeology) · Initial training · Poison control · Secondary education · Education, Achievement, and Giftedness · Higher Education Teaching and Evaluation · Social Skills and Education