Evaluating the relationship between culturally responsive guidance strategies in classes and academic self-efficacy

Abstract

In order to respond to the new needs of multicultural universities, it is important to investigate the potential trajectories that guidance practices could follow. In this context, this study explores the relationship between the use of teaching practices responsive to the multiethnic dimension in the university classroom and the academic self-efficacy perceived by the student population. The results show a high correlation between these dimensions and solicit theoretical and applicative reflections to support the construction and development of university careers of students with a migrant background.