Abstract
Dropping out and poor academic performance have been considered a socio-community problem due to their impact on student development. Several factors have been studied as determinants in these academic problems, especially self-efficacy. This study analyzes the relationship between general self-efficacy and academic self-efficacy in university students in Ecuador. The study design is non-experimental, cross-sectional, with a population of 190 students. The results obtained confirm that the higher the level of general self-efficacy in students, the higher their academic self-efficacy. These findings can contribute to academic strengthening, through the implementation of study plans or strategies that allow stimulating the development of general and academic self-efficacy.
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