Creencias de autoeficacia de estudiantes universitariosun estudio empírico sobre la especificidad del constructo

  1. Blanco Blanco, Angeles
Revista:
Relieve: Revista ELectrónica de Investigación y EValuación Educativa

ISSN: 1134-4032

Año de publicación: 2010

Volumen: 16

Número: 1

Tipo: Artículo

DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Relieve: Revista ELectrónica de Investigación y EValuación Educativa

Resumen

Este trabajo evaluó en el ámbito educativo dos proposiciones derivadas de la Teoría Cognitiva Social: a) las creencias de autoeficacia son específicas de un ámbito de funcionamiento dado y, b) dado un ámbito específico, el constructo autoeficacia puede ser distinguido de otros constructos autorreferentes. La muestra, formada por 272 estudiantes universitarios, completó medidas de autoeficacia general, autoeficacia académica, autoeficacia estadística y actitudes hacia la Estadística (componentes cognitivo y afectivo). Se llevaron a cabo varios Análisis de Componentes Principales y Análisis Factoriales Confirmatorios, entre otros procedimientos. Tomados en conjunto, los resultados obtenidos apoyan las proposiciones de partida.

Referencias bibliográficas

  • Åkerlind, G.S. (2003). Growing and developing as a university teacher Variation in meaning. Studies in Higher Education, 28, 375-390.
  • Åkerlind, G.S. (2004). A new dimension to understanding university teaching. Teaching in Higher Education, 9, 363-376.
  • Åkerlind, G.S. (2005). Academic growth and development How do university academics experience it?. Higher Education, 50, 1- 32.
  • Åkerlind, G.S. (2007). Constraints on aca- demics’ potential for developing as a teacher Variation in meaning. Studies in Higher Education, 32, 21-37.
  • Biggs, J.B., & Moore, P.J. (1993). The process of learning. Sydney: Prentice Hall of Australia.
  • Bisquerra, R. (1989). Métodos de investigación educativa. Guía práctica. Barcelona: CEAC.
  • Bruner, J. (1972). El Proceso de educación. México: Uteha.
  • Calderhead, J. (1996). Teachers' beliefs and knowledge. In R. C. Calfee and D. C. Berliner (Eds.). Handbook of educational psychology (pp. 709-725). New York: Simon and Schuster.
  • Carnell, E. (2007). Conceptions of effective teaching in higher education: extending the boundaries. Teaching in Higher Education, 12(1), 25-40.
  • Dall’Alba, G. (1991). Foreshadowing conceptions of teaching. En B. Ross (Ed.). Teaching for effective learning: research and development in higher education, 13. Sydney: Higher Education Research and Development Society of Australasia.
  • Dunkin, M. (1990). The induction of academic staff to a university: process and product. Higher Education, 20, 47-66.
  • Feixas, M. & Castro, D. (2004). La formació del professorat al llarg de la carrera docent. Fòrum, 5, 14-19.
  • Feixas, M. (2002). El profesorado novel: Estudio de su problemática en la Universitat Autònoma de Barcelona. Boletín de la RED-U, 2, 1, 33-44.
  • Feixas, M. (2006). Cuestionario para el análisis de la orientación docente del profesor universitario. Revista de Investigación Educativa, 24, 97-118.
  • Gibbs, G. & Coffey, M. (2000). Training to teach in higher education: a research agenda. Teacher Development, 4, 31-44.
  • González, C. (2009). Teaching in ‘blended’ learning environments: How are conceptions of teaching and eTeaching associated?
  • Gow L. and Kember, D. (1993). Conceptions of teaching and their relationship to student learning, British Journal of Educational Psychology, 63, 20-33.
  • Hativa, N. & Goodyear, P. (2002)(Eds.). Teacher Thinking, Beliefs and Knowledge in Higher Education. London: Springer.
  • Johnson, R.B., & Onwuegbuzie, A.J. (2004). Mixed methods research: A research paradigm whose time has come. Educational Researcher, 33, 7, 14-26.
  • Kahn, P. (2009). Contexts for teaching and the exercise of agency in early-career academics: perspectives from realist social theory. International Journal for Academic Development, 14(3), 197 – 207.
  • Kember, D. & Gow, L. (1994). Orientations to teaching and their effect on the quality of student learning. Journal of Higher Education, 65, 58-73.
  • Kember, D. (1997). A reconceptualization of the research into university academics’ conceptions of teaching. Learning and Instruction, 7, 255-275.
  • Kolb, D.A. (1984). Experiential learning experience as the source of learning and development. Englewood Cliffs. New Jersey: Prentice-Hall.
  • Kugel, P. (1993). How professors develop as teachers. Studies in Higher Education, 18, 3, 315-328.
  • Lindblom-Ylänne, S., Trigwell, K., Nevgi, A. and Ashwin, P. (2007). How approaches to teaching are affected by discipline and teaching context. Studies in Higher Education, 31(3), 285-291.
  • Marcelo, C. (1987). El pensamiento del profesor. CEAC: Barcelona.
  • Martin, E. & Balla, M. (1991). Conceptions of teaching and implications for learning. En B. Ross (Ed.). Teaching for effective learning: research and development in higher education, 13. Sydney: Higher Education Research and Development Society of Australasia.
  • Martin, E. & Ramsden, P. (1992). An ex- panding awareness: how lecturers change their understanding of teaching. En B. Ross (Ed.). Teaching for effective learning: research and development in higher education, 13. Sydney: Higher Education Research and Development Society of Australasia.
  • Marton, F. & Booth, S. (1997). Learning and awareness. Mahwah: Laurence Erlbaum Associates.
  • Marton, F. & Säljö, R. (1997). Approaches to learning. En Marton, F.; Hounsell, D. & Entwistle, N. J. (Eds.): The experience of learning. Edinburgh: Edinburgh Scottish Academic Press.
  • Marton, F. (1990). Phenomenography: A research approach to investigating different understanings of reality. En R. Sherman & B. Webb (Eds.). Qualitative Research in Education: Focus and Methods, 2ª ed., (pp. 141-161). London: The Falmer Press.
  • Samuelowicz, K. & Bain, J. (1992). Conceptions of teaching held by academic teachers, Higher Education, 24, 93-112.
  • Marton, F.; Hounsell, D. & Entwistle, N. J. (1984) (Eds.). The experience of learning. Edinburgh: Edinburgh Scottish Academic Press.
  • Murray, K. & Macdonald, R. (1997). The disjunction between lecturers´conceptions of teaching and their claimed educational practice. Higher Education, 33, 331-49.
  • Nyquist, J.D. & Sprague, J. (1998). Thinking developmentally about Tas. En M. Marincovich, J. Prostko, & F. Stout (Ed.). The Professional Development of Graduate Teaching Assistants. London: Anker Publishing Company.
  • Patton, M.Q. (1990). Qualitative evaluation and research methods. 2nd. Edition. London: Sage Publications.
  • Pratt, D. & Associates (1998). Five perspectives on teaching in adult and higher education. Malabar, Florida: Kreiger.
  • Prosser, M. & Trigwell, K. (1999). Under- standing Learning and Teaching. Buckingham: Society for Research into Higher Education and Open University Press.
  • Prosser, M. et al. (1994). A phenomenographic study of academics’ conceptions of science learning and teaching, Learning and Instruction, 4, 217-231.
  • Ramsden, P. (1993). Learning to teach in higher education. London: Routledge.
  • Robertson, D.L. (1999). Profesors’ perspectives on their teaching: a new construct and developmental model. Innovative Higher Education, 23, 4. 271-294.
  • Samuelowicz, K. & Bain, J. (2001). Revisiting academics’ beliefs about teaching and learning, Higher Education, 41, 299-395.
  • Schön, D.A. (1992). La formación de profesionales reflexivos. Hacia un nuevo diseño de la enseñanza y el aprendizaje en las profesiones. Barcelona: Paidós.
  • Trigwell, K. & Prosser, M. (1996a). Congruence between intention and strategy in university science teachers’approaches to teaching. Higher Education, 32, 77-87.
  • Trigwell, K. & Prosser, M. (1996b). Changing approaches to teaching: a relational perspective. Studies in Higher Education, 21, 275-284.
  • Trigwell, K. & Prosser, M. (1999). Under- standing learning and teaching. Buckingham: Society for Research into Higher Education and Open University Press.
  • Trigwell, K.; Prosser, M. & Waterhouse, F. (1999). Relations between teachers’ approaches to teaching and students’ approaches to learning. Higher Education, 37, 57-70.
Fuente de los datos: Dialnet