Self-efficacy, the conviction in one’s ability to succeed in particular tasks, is crucial in academic performance and professional development, especially in higher education programs. Although it has been widely studied in STEM disciplines, research on gender differences in self-efficacy in business education is scarce, especially in the Chilean context. This study aims to fill this gap by examining self-efficacy beliefs and their association with academic performance among business students at a Chilean university. Using a quantitative, cross-sectional design, data were collected from 239 students via the validated Academic Self-Efficacy Scale (ESAA). Confirmatory factor analysis confirmed the scale’s psychometric robustness in measuring situational and personal efficacy beliefs. No significant associations were found between self-efficacy and academic performance. However, gender differences emerged in personal efficacy beliefs, with men reporting higher levels than women, while no differences were found in situational efficacy. These findings reinforce the multidimensional nature of academic self-efficacy and reveal persistent gender disparities in how students perceive their individual academic capacities. This asymmetry may limit women’s engagement, confidence, and long-term professional development in male-dominated fields such as business. The results point to the need for gender-sensitive educational strategies that intentionally foster personal efficacy beliefs among female students, thereby promoting more equitable academic experiences and professional trajectories.

Graduating from higher education on time is an important topic, given its relation to students’ academic success and the efficiency of the institutions. However, a low percentage of university students finish their studies on time, which poses a challenge that requires the identification of the factors that account for this phenomenon. This study aimed to identify and characterize profiles of students who graduate on time. The population is 514 university students (45% men, 55% women), with an average age of 19.5 years (SD= 1.9) studying business at a university in Chile who belong to four cohorts entering between 2011 and 2014. The results obtained from the Classification and Regression Tree (CART) technique demonstrate eight student profiles constructed considering different variables at the pre-university, transition-motivation, and university levels. As the primary outcome, the profile of the student who graduates on time is characterized by a good performance in the first year of university, enters university right after high school, and takes advantage of institutional support by participating in academic tutoring. These findings suggest that institutions can implement specific strategies from the beginning of the university journey to promote on-time graduation.

The purpose of this study is to conduct an in-depth needs analysis in order to create a sustainable business English course. Drawing critical insights from the development and implementation of a sustainable curriculum, a mixed-methods approach was carried out that involved data collected via a structured questionnaire administered to 117 university students of business administration and accounting. The findings indicated that a substantial majority of respondents perceived their level of English language proficiency to be low, with merely 25% evaluating their English skills as either “good” or “excellent”. Several language skills such as speaking, listening, and writing were recognized as communicative needs for effective business communication and studies, with over 86% interested in registering for the course. Regarding pedagogical needs, the emergence of preferences for face-to-face teaching, making the course mandatory, varying perspectives regarding the frequency and duration of courses, and inclination towards small group learning were established. For the sustainability of the business English course, this study suggests an integrated, responsive, and adaptive course that emphasizes interactive learning and curriculum alignment with global business trends.

Online Marketing by Private English Tutors in Chile: A Content Analysis of a Tutor Listing Website

Educational trajectories developed by students throughout their schooling are shaped by experiences across multiple domains, where learning opportunities coexist with factors that may hinder academic achievement and the development of successful trajectories. The aim of this study was to analyze the personal, family, school, and contextual factors associated with educational trajectories and academic achievement among primary and secondary school students. A systematic review of the literature was conducted based on quantitative longitudinal studies published between 2022 and 2025 and identified through the Web of Science, Scopus, and Education Resources Information Center databases. The results indicate that educational trajectories linked to academic achievement tend to begin in primary education and show relative stability throughout secondary education, with variations over time associated with the interaction of individual, family, school, and contextual factors. These findings have practical implications for behaviorally informed interventions aimed at strengthening self-regulation, teacher support, socioemotional competencies, and family engagement to promote more equitable academic pathways. Overall, the evidence underscores the need to implement comprehensive and differentiated educational interventions articulated across multiple levels to reduce inequalities and foster sustainable academic development.

Mathematics achievement is shaped by psychosocial, family, school, and contextual factors, yet less is known about how these influences are associated with longitudinal achievement change and socioeconomic inequalities. This study examined mathematics achievement change between Grade 4 and Grade 8 among 121,109 Chilean students, with particular attention to socioeconomic status (SES), sex, and Indigenous background. Longitudinal SIMCE data linked mathematics scores from Grade 4 in 2015 and Grade 8 in 2019. Three-level linear mixed-effects models were estimated, with repeated measurements nested within students and students nested within their Grade 4 schools. Model comparison was conducted using maximum likelihood, and the final model was re-estimated using restricted maximum likelihood. Academic engagement and self-efficacy, academic self-concept, parental education, cultural capital, parental educational expectations, and classroom order and engagement were positively associated with mathematics achievement, whereas school violence, peer aggression, and perceived discrimination were negatively associated with achievement. Under the linear SES specification, the best-fitting model included a Time × Sex × Indigenous Background × SES interaction, indicating differentiated socioeconomic patterns of longitudinal change. However, a sensitivity analysis treating SES as a five-category factor did not support the omnibus four-way interaction, although robust Time × SES and Time × Sex × SES interactions remained. These findings indicate that socioeconomic differences in mathematics achievement change vary by sex, while evidence for additional moderation by Indigenous background is sensitive to the functional specification of SES.