Autoconcepto y compromiso académico en estudiantes de la carrera de economía de la Pontificia Universidad Católica del Ecuador durante el período 2023

Abstract

High dropout rates in Ecuador drive the search for innovative alternatives to assess and analyze variables that favor the retention and completion of university studies. Consequently, it is crucial to understand characteristics linked to non-academic aspects; in this regard, empirical evidence highlights the relevance of psychological constructs such as Self-concept and Academic Engagement in the educational context. The objective of this study was to determine the relationship between Self-concept and Academic Engagement in economics students at PUCE during the 2023-2024 period. A methodology with a quantitative focus, nonexperimental

design, correlational scope, and cross-sectional analytical approach was employed. The total sample consisted of 159 students with a mean age of 20 years (IQR=1921), of whom 67.9% (n=108) were male and 32.1% (n=51) were female. The instruments used were the AF-5 Questionnaire (Bartra-Alegría et al. 2016) and the UWES–S Scale (Arias et al. 2020). The results revealed that students demonstrated high scores in self-concept and academic commitment. Additionally, a positive correlation between Self-concept and Academic Engagement was identified. These findings allow us to conclude that as selfconcept increases, academic commitment also increases, providing a valuable foundation for intervention programs aimed at strengthening non-academic skills and promoting academic success in this student group.