University external internships in the educational area: student performance and satisfaction
DOI:
https://doi.org/10.47553/rifop.v39i3.104952Abstract
External internships for university students constitute a fundamental subject within their training process. The objective of this research is to explore the relationship between general academic self-efficacy and psycho-emotional adaptation of students with respect to their performance and satisfaction after completing the curricular practices of educational university degrees. The General Academic Self-Efficacy Questionnaire (MOCSE-AAG), Psychoemotional Adaptation Questionnaire (MOCSE-AP), Student Satisfaction Questionnaire (MOCSE-SSPQ) and academic performance (final grade of the subject) were used. The sample consists of 127 university students, with an average age of 21.09 years (75.3% are women and 24.7% men). Regarding qualifications, 74% study for a Bachelor's degree and 26% for a Master's degree. A descriptive, correlational and reliability analysis of the study instruments and a comparison between undergraduate and master's students was carried out. All the variables studied are related to each other in a positive and significant way. Master's students obtain better results in satisfaction and performance after completing their internships. Furthermore, students who carry out internships in the 4th year of their degree or master's degree obtain better scores in general academic self-efficacy and psycho-emotional adaptation. The perception of the student body regarding their general academic self-efficacy and psycho-emotional adaptation when carrying out their curricular internships influences satisfaction and performance in the educational centers where they carried out their internships.
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