El contexto universitario peruano enfrenta diversas exigencias educativas que generan
estrés estudiantil denominado burnout académico; el cual, afecta los niveles de confianza
denominados autoeficacia académica. En este contexto, el presente estudio tiene como
objetivo analizar la relación entre el burnout académico y la autoeficacia académica en
una muestra de estudiantes universitarios de la carrera profesional de educación primaria
de una universidad privada de Lima – Perú; específicamente la relación entre el
agotamiento emocional, el cinismo o indiferencia y la eficacia académica con la
autoeficacia. De acuerdo a este objetivo se planteó una metodología según el enfoque
cuantitativo de tipo correlacional de nivel predictivo, en la que se contó con la
participación de 73 estudiantes de ellos 62 fueron mujeres (84,9%) y 11 varones (15,1%)
entre 19 a 45 años de edad (Mediaedad = 27,52; Desviación Estándar = 6, 38). De ellos,
2 (2,7%) encuestados eran del séptimo ciclo, 37 (50,7%) eran del octavo ciclo, 19 (26,0%)
estudiantes eran del noveno ciclo, y 15 (20,5%) eran del décimo ciclo. Los participantes
resolvieron una escala de burnout estudiantil (de 15 ítems) y una de autoeficacia
académica (de 10 ítems). Luego, los resultados, demostraron que el burnout estudiantil
no se relaciona con la autoeficacia académica. Y las dimensiones agotamiento emocional
y el cinismo o indiferencia; tampoco, evidenciaron relaciones significativas. Sin embargo,
la dimensión eficacia académica evidenció una relación predictiva con la autoeficacia
académica. Y de modo exploratorio, el género femenino demostró predecir menor nivel
de autoeficacia académica.
The Peruvian university context faces various educational demands that generate student
stress called academic burnout; which affects the levels of student confidence called
academic self-efficacy. In this context, the present study aims to analyze the relationship
between academic burnout and academic self-efficacy in a sample of university students
of the primary education professional career of a private university in Lima - Peru;
specifically the relationship between emotional exhaustion, cynicism or indifference, and
academic efficacy with academic self-efficacy. In accordance with this objective, a
methodology was proposed according to the quantitative approach of the correlational
type of predictive level, in which 73 students participated, 62 of them were women
(84.9%) and 11 men (15.1% ) between 19 and 45 years of age (Meanage = 27.52; Standard
Deviation = 6.38). Of them, 2 (2.7%) respondents were from the seventh cycle, 37
(50.7%) were from the eighth cycle, 19 (26.0%) students were from the ninth cycle, and
15 (20.5%) were of the tenth cycle. The participants solved a student burnout scale (of 15
items) and one of academic self-efficacy (of 10 items). Then, the results showed that
student burnout is not related to academic self-efficacy. Moreover, the dimensions
emotional exhaustion and cynicism or indifference; neither did they show significant
relationships. However, the academic efficacy dimension showed a predictive
relationship with academic self-efficacy. In addition, in an exploratory way, the female
gender was shown to predict a lower level of academic self-efficacy.