<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1981-8106</journal-id>
<journal-title><![CDATA[Educação: Teoria e Prática]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Teoria Prática]]></abbrev-journal-title>
<issn>1981-8106</issn>
<publisher>
<publisher-name><![CDATA[UNESP - Universidade Estadual Paulista - Instituto de Biociências - Departamento de Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-81062025000200109</article-id>
<article-id pub-id-type="doi">10.18675/1981-8106.v35.n.70.s19114</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Autoeficácia acadêmica em estudantes do Ensino Médio: análise a partir do modelo KAPA de avaliação da personalidade]]></article-title>
<article-title xml:lang="en"><![CDATA[Academic self-efficacy in High School students: Analysis based on the KAPA personality assessment model]]></article-title>
<article-title xml:lang="es"><![CDATA[Autoeficacia académica en estudiantes de Educación Secundaria: análisis a partir del modelo KAPA de evaluación de la personalidad]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Iaochite]]></surname>
<given-names><![CDATA[Roberto Tadeu]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Azzi]]></surname>
<given-names><![CDATA[Roberta Gurgel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cervone]]></surname>
<given-names><![CDATA[Daniel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Estadual Paulista  ]]></institution>
<addr-line><![CDATA[Rio Claro São Paulo]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade Estadual de Campinas  ]]></institution>
<addr-line><![CDATA[Campinas São Paulo]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A03">
<institution><![CDATA[,University of Illinois  ]]></institution>
<addr-line><![CDATA[Chicago ]]></addr-line>
<country>Estados Unidos</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>35</volume>
<numero>70</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-81062025000200109&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-81062025000200109&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-81062025000200109&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O estudo investigou a autoeficácia acadêmica com ênfase na aplicação do modelo Knowledge-and-Appraisal Personality Architecture (KAPA). As mudanças no cenário educacional impuseram desafios significativos ao ensino, especialmente para estudantes em situação de vulnerabilidade, refletindo-se em perdas de aprendizado, com destaque para Matemática e Leitura. A autoeficácia acadêmica tem sido amplamente associada ao desempenho acadêmico, sendo relevante na educação STEM e em contextos socioeconômicos diversos. O estudo apresenta e discute exemplos advindos de uma pesquisa com estudantes do Ensino Médio paulista, fundamentada no modelo KAPA proposto por Cervone (2004). Com foco na captação das nuances individuais na avaliação da autoeficácia, utilizou-se de uma ferramenta digital, elaborada a partir dos princípios teórico-metodológicos do modelo. Os resultados indicaram que a autoeficácia acadêmica está vinculada às avaliações contextuais dos estudantes, o que influencia sua motivação, organização para estudar, busca de ajuda para compreender as disciplinas, entre outros domínios da autoeficácia acadêmica. Os resultados decorrentes da aplicação do modelo KAPA ofereceram evidências que convergem para a inovação na avaliação da autoeficácia. Estudos futuros podem ampliar sua aplicação em diferentes contextos educacionais e incorporar análises longitudinais para analisar as crenças ao longo do tempo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The study investigated academic self-efficacy with an emphasis on the application of the Knowledge-and-Appraisal Personality Architecture (KAPA) model. Changes in the educational landscape have imposed significant challenges on teaching, particularly for students in vulnerable situations, leading to learning losses, especially in Mathematics and Reading. Academic self-efficacy has been widely associated with academic performance, being relevant in STEM education and in diverse socioeconomic contexts. The study presents and discusses examples from research conducted with High School students in São Paulo, based on the KAPA model proposed by Cervone (2004). Focusing on capturing individual nuances in the assessment of self-efficacy, a digital tool was used, developed from the theoretical-methodological principles of the model. The results indicated that academic self-efficacy is linked to students&#8217; contextual evaluations, which influence their motivation, organization for studying, help-seeking behavior to understand subjects, among other domains of academic self-efficacy. The results obtained from the application of the KAPA model provided evidence converging toward innovation in self-efficacy assessment. Future studies may expand its application in different educational contexts and incorporate longitudinal analyses to examine beliefs over time.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El estudio investigó la autoeficacia académica con énfasis en la aplicación del modelo Knowledge-and-Appraisal Personality Architecture (KAPA). Los cambios en el escenario educativo han impuesto desafíos significativos a la enseñanza, especialmente para los estudiantes en situación de vulnerabilidad, lo que ha resultado en pérdidas de aprendizaje, particularmente en Matemáticas y Lectura. La autoeficacia académica ha sido ampliamente asociada con el rendimiento académico, siendo relevante en la educación STEM y en diversos contextos socioeconómicos. El estudio presenta y discute ejemplos provenientes de una investigación con estudiantes de Educación Secundaria en São Paulo, fundamentada en el modelo KAPA propuesto por Cervone (2004). Con el enfoque en captar las particularidades individuales en la evaluación de la autoeficacia, se utilizó una herramienta digital elaborada a partir de los principios teórico-metodológicos del modelo. Los resultados indicaron que la autoeficacia académica está vinculada a las evaluaciones contextuales de los estudiantes, lo que influye en su motivación, organización para el estudio, búsqueda de ayuda para comprender las materias, entre otros ámbitos de la autoeficacia académica. Los resultados obtenidos con la aplicación del modelo KAPA ofrecieron evidencias que convergen hacia la innovación en la evaluación de la autoeficacia. Futuros estudios pueden ampliar su aplicación en diferentes contextos educacionales e incorporar análisis longitudinales para examinar las creencias a lo largo del tiempo.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Autoeficácia acadêmica]]></kwd>
<kwd lng="pt"><![CDATA[Teoria social cognitiva]]></kwd>
<kwd lng="pt"><![CDATA[Avaliação]]></kwd>
<kwd lng="pt"><![CDATA[Ensino médio]]></kwd>
<kwd lng="en"><![CDATA[Academic self-efficacy]]></kwd>
<kwd lng="en"><![CDATA[Social cognitive theory]]></kwd>
<kwd lng="en"><![CDATA[Assessment]]></kwd>
<kwd lng="en"><![CDATA[High School]]></kwd>
<kwd lng="es"><![CDATA[Autoeficacia académica]]></kwd>
<kwd lng="es"><![CDATA[Teoría social cognitiva]]></kwd>
<kwd lng="es"><![CDATA[Evaluación]]></kwd>
<kwd lng="es"><![CDATA[Educación Secundaria]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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