Academic self-efficacy in High School students: Analysis based on the KAPA personality assessment model
DOI:
https://doi.org/10.18675/1981-8106.v35.n.70.s19114Keywords:
Academic self-efficacy. Social cognitive theory. Assessment. High School.Abstract
The study investigated academic self-efficacy with an emphasis on the application of the Knowledge-and-Appraisal Personality Architecture (KAPA) model. Changes in the educational landscape have imposed significant challenges on teaching, particularly for students in vulnerable situations, leading to learning losses, especially in Mathematics and Reading. Academic self-efficacy has been widely associated with academic performance, being relevant in STEM education and in diverse socioeconomic contexts. The study presents and discusses examples from research conducted with High School students in São Paulo, based on the KAPA model proposed by Cervone (2004). Focusing on capturing individual nuances in the assessment of self-efficacy, a digital tool was used, developed from the theoretical-methodological principles of the model. The results indicated that academic self-efficacy is linked to students’ contextual evaluations, which influence their motivation, organization for studying, help-seeking behavior to understand subjects, among other domains of academic self-efficacy. The results obtained from the application of the KAPA model provided evidence converging toward innovation in self-efficacy assessment. Future studies may expand its application in different educational contexts and incorporate longitudinal analyses to examine beliefs over time.
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