Background:

Self-efficacy refers to people's expectations about personal resources available for goal achievement. Higher self-efficacy expectations are correlated with higher academic performance.

Aim:

To analyze the psychometric properties of the Academic Behavior Self-Efficacy Scale (ABSES) and to describe Self-efficacy expectations of students from health-related careers.

Material and Methods:

A non-probabilistic sample of 479 first- and second-year students from Nursing, Physiotherapy, Medicine, Nutrition and Medical Technology in a public university in Chile, answered the ABSES. Results were analyzed by Exploratory Factor Analysis and its reliability was evaluated using Cronbach's alpha. Also a descriptive analysis and a non-parametric relational analysis were performed.

Results:

Two factors were identified: Attention and Participation. Attention obtained significantly higher scores than Participation (p < 0.001). Compared to their second-year counterparts, first year students had higher scores in Attention (p < 0.001) and Participation (p < 0.01). Medicine students had higher scores in Participation than students from other careers.

Conclusions:

A two factor solution was identified for ABSES. Surveyed students had a predominantly passive Self-efficacy, focused in attention. Also, a reduction in self efficacy was noted among second year students.