En el presente trabajo se realizó una revisión de las principales investigaciones sobre la autoeficacia académica en adolescentes en educación virtual. La autoeficacia se comprende como la percepción que tiene una persona sobre sus propias capacidades y cómo estas le permitirán alcanzar cierto nivel de rendimiento y logro, dentro de ella se enmarca, la autoeficacia académica que se refiere a la percepción que tiene un estudiante sobre sus capacidades para realizar exitosamente sus tareas académicas, lograr buenas calificaciones o recordar lo aprendido en las clases; es decir, aquellos estudiantes que poseen autoeficacia son capaces de afrontar con esfuerzo y cumplir un reto difícil, por el contrario los estudiantes que no presentan una autoeficacia prefieren evitar implicarse en nuevos retos. Por ello, se planteó como objetivo general: analizar el rol de la autoeficacia académica en el desenvolvimiento de los adolescentes en educación virtual. Para lograrlo, se analizaron las teorías y enfoques en torno al tema de estudio, asimismo, se revisaron los estudios de diferentes autores para conocer el contraste entre la autoeficacia académica en contextos presenciales y virtuales.

In the present work, a review of the main research on academic self-efficacy in adolescents in virtual education was carried out. Self-efficacy is understood as the perception that a person has about their own abilities and how these will allow them to achieve a certain level of performance and achievement, within it is framed, academic self-efficacy, which refers to the perception that a student has about their abilities to successfully complete academic assignments, achieve good grades, or recall what was learned in class; In other words, those students who have self-efficacy are able to cope with effort and meet a difficult challenge, on the contrary, students who do not have self-efficacy prefer to avoid getting involved in new challenges. Therefore, it was proposed as a general objective: to analyze the role of academic self-efficacy in the development of adolescents in virtual education. To achieve this, the theories around the subject of study were analyzed, likewise, academic self-efficacy in virtual and face-to-face environments were compared.