Robles Mori, HerbertGamarra Camargo, Pierina Marisol2022-08-012022-08-012022http://hdl.handle.net/20.500.11955/1001La presente investigación cuantitativa de nivel descriptivo, de tipo básica, y de diseño no experimental y transversal correlacional, se basó en identificar la relación que existe entre la Autoeficacia Académica y la Autoestima en una muestra de 126 estudiantes de Educación Inicial de una universidad de Lima. Para medir la autoeficacia académica se aplicó la Escala de Autoeficacia Académica del Dr. Herbert Robles Mori y para medir la autoestima se aplicó la Escala de Autoestima de Rosenberg. Se determinó que existe una relación negativa y no significativa entre la Autoeficacia Académica y la Autoestima, demostrando que al parecer la autoestima no sería una variable determinante para la autoeficacia académica. Lo que puede deberse a lo amplio de ambos constructos y las medidas usadas, tal como lo señala la evidencia científica.The present quantitative, descriptive, basic, non-experimental and crosssectional correlational research was based on identifying the relationship between academic self-efficacy and self-esteem in a sample of 126 early childhood education students from a university in Lima. To measure academic self-efficacy, the Academic Self-Efficacy Scale of Dr. Herbert Robles Mori as applied, and to measure self-esteem, the Rosenberg SelfEsteem Scale was applied. It was determined that there is a negative and non-significant relationship between academic self-efficacy and self-esteem, demonstrating that it seems that self-esteem would not be a determining variable for academic self-efficacy. This may be due to the broadness of both constructs and the measures used, as indicated by the scientific evidence.application/pdfspainfo:eu-repo/semantics/openAccesshttps://creativecommons.org/licenses/by-nc-nd/4.0/Psicología--TesisAutoeficaciaAutoestimaEstudiante universitarioSelf-efficacySelf-esteemUniversity studentsinfo:eu-repo/semantics/masterThesishttps://purl.org/pe-repo/ocde/ford#5.01.01