Autoeficacia y uso de estrategias para el aprendizaje autorregulado en estudiantes universitarios
Palabras clave:
Autoeficacia percibida, Estrategias de aprendizaje, Educación superior, Análisis de senderos, Teoría de Respuesta al Ítem.Resumen
En este estudio se evaluó la relación entre la autoeficacia percibida, metas de aprendizaje y estrategias para el aprendizaje autorregulado. Se aplicaron cuestionarios de autoeficacia y de estrategias de aprendizaje a 766 estudiantes universitarios. Se valoraron las propiedades psicométricas de los instrumentos mediante análisis factoriales exploratorios y confirmatorios y análisis con el modelo de respuesta graduada (MRG) de la Teoría de Respuesta al Ítem (TRI). Se obtuvieron seis factores: autoeficacia percibida, problemas de concentración, metas de aprendizaje, estrategias metacognitivas, de dominio y de comprensión. Con un análisis de senderos (Path Analysis) se identificaron asociaciones entre la autoeficacia percibida con metas de aprendizaje (r =.48) y problemas de concentración (r =-.45); también se encontró una relación negativa entre estas dos últimas variables (r =-.46). Los tres factores anteriores resultaron predictores de estrategias metacognitivas (R2 =.22), de dominio (R2 =.26) y de comprensión (R2 =.12). Los resultados se interpretan desde la perspectiva cognitivo social del aprendizaje autorregulado.Descargas
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Referencias
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Bandura, A. (1986). Social foundations of Thought and Action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.
Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28, 117-148.
Bentler, P. M. (2006). EQS 6 structural equation program manual. Encino, CA, Estados Unidos: Multivariate Software Inc.
Berger, J. L. y Karabenic, S. (2011). Motivation and students’ use of learning strategies: Evidence of unidirectional effects in mathematics classrooms. Learning and Instruction, 21, 416-428.
Bugliolo, E. y Castagno, A. (2005). Adaptación de una escala para evaluar la autoeficacia autorregulatoria de jóvenes universitarios, SELF-A. Tesina de Licenciatura, Universidad Nacional de Córdoba, Argentina.
Buttler, D. L. y Winne, P. H. (1995). Feedback and self-regulated learning: A theoretical synthesis. Review of Educational Research, 65, 245-268.
Chu, A. y Choi, J. (2005). Rethinking procrastination: Positive effects of “active” procrastination behavior on attitudes and performance. The Journal of Social Psychology, 145(3), 245-264.
Elliot, A. (2008). Handbook of approach and avoidance motivation. Nueva York: Taylor & Francis.
Elliot, A. y Murayama, K. (2008). On the measurement of achievement goals: Critique, illustration, and application. Journal of Educational Psychology, 100(3), 613-628.
Elliot, A., Murayama, K. y Pekrun, R. (2011). A 3 × 2 achievement goal model. Journal of Educational Psychology, 103(3), 632-648.
Gadelrab, H. (2011). Factorial structure and predictive validity of approaches and study skills inventory for students (ASSIST) in Egypt: A confirmatory factor analysis approach. Electronic Journal of Research in Educational Psychology, 9(3), 1197-1218.
Gore, P. (2006). Academic self-efficacy as a predictor of college outcomes: Two incremental validity studies. Journal of Career Assessment, 14(1), 92-115.
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Kitsantas, A. y Dabbagh, N. (2010). Learning to learn with integrative learning technologies (ILT): A practical guide for academic success. Estados Unidos: Information Age Publishing.
Kitsantas, A. y Zimmerman, B.J. (2009). College students’ homework and academic achievement: The mediating role of self-regulatory beliefs. Metacognition and Learning, 4(2), 1556-1623.
Kleitman, S. y Gibson, J. (2011). Metacognitive beliefs, self-confidence and primary learning environment of sixth grade students. Learning and Individual Differences, 21, 728-735.
Kline, R. (2005). Principles and practice of structural equation modeling. Nueva York: The Guilford Press.
Linnenbrink, E. y Pintrich, P. (2003). The role of self-efficacy beliefs in student engagement and learning in the classroom. Reading & Writing Quarterly, 19, 119-137.
Martínez-Guerrero, J. (2004). La medida de estrategias de aprendizaje en estudiantes universitarios. Tesis doctoral, Universidad Complutense de Madrid, España.
Merenda, P. (2005). Cross-cultural Adaptation of Educational and Psychological Testing. En R. K. Hambleton, P. F. Merenda y C. D. Spielberger (Eds.) Adapting educational and psychological tests for cross-cultural assessment. Mahwah, NJ: L. Erlbaum.
Pintrich, P. (2000a). An achievement goal theory perspective on issues in motivation terminology, theory, and research. Contemporary Educational Psychology, 25, 92-104.
Pintrich, P. (2000b). Multiple goals, multiple pathways: The role of goal orientation in learning and achievement. Journal of Educational Psychology, 92, 544-555.
Pintrich, P. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16(4), 385-407.
Pintrich, P. y García, T. (1991). Student goal orientation and self-regulation in the college classroom. En M. Maehr y P. Pintrich (Eds.), Advances in motivation and achievement: Goals and self-regulatory processes. Greenwich, CT: JAI.
Pool-Cibrián, W., Martínez-Guerrero, J. y Campillo-Labrandero, M. (2011). Adaptación inicial de un cuestionario de autoeficacia para el aprendizaje autorregulado. Memorias VI Congreso Internacional de Psicología y Educación y III Congreso Nacional de Psicología de la Educación. Valladolid, España.
Robbins, S., Lauver, K., Le, H., Davis, D., Langley, R. y Carlstrom, A. (2004). Do psychosocial and study skill factors predict college outcomes? A Meta Analysis. Psychological Bulletin, 130(2), 261-288.
Solano, G., Contreras, L. y Backoff, E. (2009). Theory of test translation error. International Journal of Testing, 9(2), 78-91.
Usher, E. L., y Pajares, F. (2008). Self-efficacy for self-regulated learning: A validation study. Educational and Psychological Measurement, 68, 443-463.
Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. En M. Boekaerts, P. R. Pintrich y M. Zeidner (Eds.). Handbook of self-regulation. San Diego, CA: Academic Press.
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into practice, 41(2), 64-70.
Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1), 166-183.
Zimmerman, B. J. y Kitsantas, A. (2007). Reliability and validity of Self-efficacy for Learning Form (SELF) scores of college students. Zeitschrift für Psychologie/Journal of Psychology, 215(3), 157-163.
Zimmerman, B. J. y Schunk, D. (2011). Self-regulated learning and performance an introduction and an overview. En B. J. Zimmerman y D. Schunk (Eds.), Handbook of Self-Regulation of Learning and Performance. Routledge.
Zimmerman, B. J., Kitsantas, A. y Campillo, M. (2005). Evaluación de la autoeficacia regulatoria: una perspectiva social cognitiva. Laboratorio de Evaluación Psicológica y Educativa, 5, 1515-1867.
Bandura, A. (1986). Social foundations of Thought and Action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.
Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28, 117-148.
Bentler, P. M. (2006). EQS 6 structural equation program manual. Encino, CA, Estados Unidos: Multivariate Software Inc.
Berger, J. L. y Karabenic, S. (2011). Motivation and students’ use of learning strategies: Evidence of unidirectional effects in mathematics classrooms. Learning and Instruction, 21, 416-428.
Bugliolo, E. y Castagno, A. (2005). Adaptación de una escala para evaluar la autoeficacia autorregulatoria de jóvenes universitarios, SELF-A. Tesina de Licenciatura, Universidad Nacional de Córdoba, Argentina.
Buttler, D. L. y Winne, P. H. (1995). Feedback and self-regulated learning: A theoretical synthesis. Review of Educational Research, 65, 245-268.
Chu, A. y Choi, J. (2005). Rethinking procrastination: Positive effects of “active” procrastination behavior on attitudes and performance. The Journal of Social Psychology, 145(3), 245-264.
Elliot, A. (2008). Handbook of approach and avoidance motivation. Nueva York: Taylor & Francis.
Elliot, A. y Murayama, K. (2008). On the measurement of achievement goals: Critique, illustration, and application. Journal of Educational Psychology, 100(3), 613-628.
Elliot, A., Murayama, K. y Pekrun, R. (2011). A 3 × 2 achievement goal model. Journal of Educational Psychology, 103(3), 632-648.
Gadelrab, H. (2011). Factorial structure and predictive validity of approaches and study skills inventory for students (ASSIST) in Egypt: A confirmatory factor analysis approach. Electronic Journal of Research in Educational Psychology, 9(3), 1197-1218.
Gore, P. (2006). Academic self-efficacy as a predictor of college outcomes: Two incremental validity studies. Journal of Career Assessment, 14(1), 92-115.
Guyer, R. y Thompson, N.A. (2011). User’s manual for Xcalibre 4.1. St. Paul, MN: Assessment Systems Co.
Hambleton, R. (2005). Issues, Designs, and Technical Guidelines for Adapting Tests Into Multiple Languages and Cultures. En R. K. Hambleton, P. F. Merenda y C. D. Spielberger (Eds.) Adapting educational and psychological tests for cross-cultural assessment. Mahwah, NJ: L. Erlbaum.
Kitsantas, A. y Dabbagh, N. (2010). Learning to learn with integrative learning technologies (ILT): A practical guide for academic success. Estados Unidos: Information Age Publishing.
Kitsantas, A. y Zimmerman, B.J. (2009). College students’ homework and academic achievement: The mediating role of self-regulatory beliefs. Metacognition and Learning, 4(2), 1556-1623.
Kleitman, S. y Gibson, J. (2011). Metacognitive beliefs, self-confidence and primary learning environment of sixth grade students. Learning and Individual Differences, 21, 728-735.
Kline, R. (2005). Principles and practice of structural equation modeling. Nueva York: The Guilford Press.
Linnenbrink, E. y Pintrich, P. (2003). The role of self-efficacy beliefs in student engagement and learning in the classroom. Reading & Writing Quarterly, 19, 119-137.
Martínez-Guerrero, J. (2004). La medida de estrategias de aprendizaje en estudiantes universitarios. Tesis doctoral, Universidad Complutense de Madrid, España.
Merenda, P. (2005). Cross-cultural Adaptation of Educational and Psychological Testing. En R. K. Hambleton, P. F. Merenda y C. D. Spielberger (Eds.) Adapting educational and psychological tests for cross-cultural assessment. Mahwah, NJ: L. Erlbaum.
Pintrich, P. (2000a). An achievement goal theory perspective on issues in motivation terminology, theory, and research. Contemporary Educational Psychology, 25, 92-104.
Pintrich, P. (2000b). Multiple goals, multiple pathways: The role of goal orientation in learning and achievement. Journal of Educational Psychology, 92, 544-555.
Pintrich, P. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16(4), 385-407.
Pintrich, P. y García, T. (1991). Student goal orientation and self-regulation in the college classroom. En M. Maehr y P. Pintrich (Eds.), Advances in motivation and achievement: Goals and self-regulatory processes. Greenwich, CT: JAI.
Pool-Cibrián, W., Martínez-Guerrero, J. y Campillo-Labrandero, M. (2011). Adaptación inicial de un cuestionario de autoeficacia para el aprendizaje autorregulado. Memorias VI Congreso Internacional de Psicología y Educación y III Congreso Nacional de Psicología de la Educación. Valladolid, España.
Robbins, S., Lauver, K., Le, H., Davis, D., Langley, R. y Carlstrom, A. (2004). Do psychosocial and study skill factors predict college outcomes? A Meta Analysis. Psychological Bulletin, 130(2), 261-288.
Solano, G., Contreras, L. y Backoff, E. (2009). Theory of test translation error. International Journal of Testing, 9(2), 78-91.
Usher, E. L., y Pajares, F. (2008). Self-efficacy for self-regulated learning: A validation study. Educational and Psychological Measurement, 68, 443-463.
Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. En M. Boekaerts, P. R. Pintrich y M. Zeidner (Eds.). Handbook of self-regulation. San Diego, CA: Academic Press.
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into practice, 41(2), 64-70.
Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1), 166-183.
Zimmerman, B. J. y Kitsantas, A. (2007). Reliability and validity of Self-efficacy for Learning Form (SELF) scores of college students. Zeitschrift für Psychologie/Journal of Psychology, 215(3), 157-163.
Zimmerman, B. J. y Schunk, D. (2011). Self-regulated learning and performance an introduction and an overview. En B. J. Zimmerman y D. Schunk (Eds.), Handbook of Self-Regulation of Learning and Performance. Routledge.
Zimmerman, B. J., Kitsantas, A. y Campillo, M. (2005). Evaluación de la autoeficacia regulatoria: una perspectiva social cognitiva. Laboratorio de Evaluación Psicológica y Educativa, 5, 1515-1867.
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2013-12-15
