Abstract

In the last years, the formative environments are considered as promoters of the integral development of the students. Hence, the renewed interest in positive psychology and its application to the educational field. In this line, the self-esteem will be object of study and intervention, not only for the improvement of the academic results, but also for the development and psychological adjustment of the student. The objective of the present study is to analyze the relationship between general self-efficacy and the dimensions of engagement or degree of involvement / commitment with the career, and the importance of these variables as predictors of a high level of self-esteem, namely, health. To do this, the Rosenberg Self-esteem Scale, the General Self-Efficacy Scale and the Welfare Scale in the Academic Context (UWES-S) are administered in a sample of 188 students from different health professions. The results showed a positive correlation of self-esteem with self-efficacy, vigor and dedication, while self-efficacy correlated positively with the three dimensions of engagement, and also with age. Logistic regression analysis revealed that the predictors of high self-esteem were self-efficacy (positive) and absorption (negative) scores. Based on the results, we discuss the role of the general self-efficacy perceived by the student, the implication of the different dimensions of engagement on self-esteem, as well as the need to continue with the analysis of variables involved in the optimal development and well-being of the students.