Autoeficacia y acciones de elección por disciplinas STEM en estudiantes: Una revisión sistemática

Perla Guadalupe Calderon Méndez; Deneb Elí  Magaña Medina

doi:10.36097/rsan.v1i61.3232

Autores/as

Perla Guadalupe Calderon Méndez Universidad Juárez Autónoma de Tabasco https://orcid.org/0009-0005-7625-305X
Deneb Elí Magaña Medina Universidad Juárez Autónoma de Tabasco https://orcid.org/0000-0002-8579-596X

DOI:

https://doi.org/10.36097/rsan.v1i61.3232

Palabras clave:

Acción de elección, autoeficacia, disciplinas STEM, educación

Resumen

En la actualidad, la globalización resalta el interés de entender los factores que influyen en la elección de las carreras STEM por parte de los estudiantes, factores como la autoeficacia y acciones de elección son determinantes en las decisiones profesionales. El objetivo de este artículo fue identificar la literatura existente sobre la relación entre autoeficacia y acciones de elección en estudiantes que eligen disciplinas STEM. Se realizó una búsqueda de literatura en cinco bases de datos: SciELO, Redalyc, DOAJ, SCOPUS y Google Scholar, mediante la utilización de tesauros y operadores booleanos en español e inglés. El 72.5% de estudios para este artículo se publicaron entre 2020 y 2023, con Estados Unidos como líder en el número de investigaciones, seguido de China y México. La mayoría de las investigaciones se centraron en el ámbito universitario, donde se identificaron variables como actitud, expectativas de resultado y motivación intrínseca. Se determinó que los estudiantes con mayor autoeficacia son más propensos a elegir y persistir en disciplinas STEM. Se concluye que existe una brecha significativa en la investigación sobre estudiantes de preparatoria y secundaria, sobre todo en México, lo que sugiere la necesidad de más estudios en estos niveles educativos.

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Citas

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