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Diferencias individuales en el desarrollo de la autoeficacia y el logro académico: el efecto de un andamiaje computacional

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dc.contributor.authorLópez-Vargas, Omarspa
dc.contributor.authorValencia-Vallejo, Nilson Genarospa
dc.date.accessioned2013-07-18T20:01:07Zspa
dc.date.available2013-07-18T20:01:07Zspa
dc.date.issued2012-12spa
dc.description.abstractA presente pesquisa examina a relação existente entre auto - eficácia, sucesso acadêmico e estilo cognitivo de estudantes de secundária durante a interação com um ambiente hipermedial para a aprendizagem de transformações geométricas sob três condições contrastadas: a) a presença ou ausência de uma estrutura autorreguladora no software; b) a aprendizagem individual ou em duplas e c) o estilo cognitivo na dimensão de independência-dependência de campo.spa
dc.description.abstractLa presente investigación examina la relación existente entre autoeficacia, logro académico y estilo cognitivo de estudiantes de secundaria durante la interacción con un ambiente hipermedial para el aprendizaje de transformaciones geométricas en el plano bajo tres condiciones contrastadas: a) la presencia o ausencia de un andamiaje autorregulador en el software; b) el aprendizaje individual o en parejas y c) el estilo cognitivo en la dimensión de independencia-dependencia de campo. Participaron en el estudio 140 estudiantes de cuatro cursos del grado décimo de la institución educativa integrado de Soacha - Cundinamarca. La investigación tiene un diseño factorial 2x2x3, con grupos previamente conformados. Se realizó un análisis MANCOVA, el cual mostró efectos significativos sobre la autoeficacia y el logro académico, por la presencia del andamiaje y el trabajo en parejas.spa
dc.description.abstractThis research examines the relationship between self-efficacy, cognitive style and academic achievement of high school students during the interaction with a hypermedia environment to learn geometric transformations in the plane under three contrasting conditions: a) presence or absence of a self-regulatory structure in the software, b) learning individually or in pairs, and c) cognitive style in the dimension of field independence/dependence. Participants were 140 tenth grade students from four class groups of a high school at Soacha, Cundinamarca - Colombia. The research used a 2x2x3 factorial design, with pre-formed groups. A MANCOVA analysis was performed which showed significant effects on self-efficacy and academic achievement due to the presence of a self-regulatory structure and work in pairs.spa
dc.format.mimetypeapplication/pdfspa
dc.identifier.citationLópez-Vargas, O., & Valencia-Vallejo, N. (2012). Diferencias individuales en el desarrollo de la autoeficacia y el logro académico: el efecto de un andamiaje computacional. Acta Colombiana de Psicología, 15(2), 29-41. Recuperado de http://editorial.ucatolica.edu.co/ojsucatolica/revistas_ucatolica/index.php/acta-colombiana-psicologia/article/view/264spa
dc.identifier.issn0123-9155spa
dc.identifier.urihttp://hdl.handle.net/10983/962spa
dc.language.isospaspa
dc.publisherUniversidad Católica de Colombia. Facultad de Psicologíaspa
dc.relation.ispartofActa Colombiana de Psicología, Vol. 15, no 2. (jul.-dic. 2012); p. 29-41spa
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dc.rightsDerechos Reservados - Universidad Católica de Colombia, 2012spa
dc.rights.accessrightsinfo:eu-repo/semantics/openAccessspa
dc.rights.creativecommonsAtribución-NoComercial 4.0 Internacional (CC BY-NC 4.0)spa
dc.rights.urihttps://creativecommons.org/licenses/by-nc/4.0/spa
dc.subjectAUTOEFICACIAspa
dc.subjectAUTOEFICACIAspa
dc.subjectLOGRO ACADÉMICOspa
dc.subjectLOGRO ACADÉMICOspa
dc.subjectESTILO COGNITIVOspa
dc.subjectESTILO COGNITIVOspa
dc.subjectAMBIENTE HIPERMEDIAspa
dc.subjectAMBIENTE HIPERMEDIAspa
dc.subjectANDAMIAJE AUTORREGULADORspa
dc.subjectANDAMIAJE AUTORREGULADORspa
dc.subjectAPRENDIZAJE EN PAREJASspa
dc.subjectAPRENDIZAJE EN PAREJASspa
dc.subjectSELF-EFFICACYspa
dc.subjectSELF-EFFICACYspa
dc.subjectACADEMIC ACHIEVEMENTspa
dc.subjectACADEMIC ACHIEVEMENTspa
dc.subjectCOGNITIVE STYLEspa
dc.subjectCOGNITIVE STYLEspa
dc.subjectHYPERMEDIA ENVIRONMENTspa
dc.subjectHYPERMEDIA ENVIRONMENTspa
dc.subjectSELF-REGULATORY STRUCTUREspa
dc.subjectSELF-REGULATORY STRUCTUREspa
dc.subjectPEER WORKspa
dc.subjectPEER WORKspa
dc.subjectAUTO-EFICÁCIAspa
dc.subjectAUTO-EFICÁCIAspa
dc.subjectSUCESSO ACADÊMICOspa
dc.subjectSUCESSO ACADÊMICOspa
dc.subjectESTRUTURA AUTORREGULADORAspa
dc.subjectESTRUTURA AUTORREGULADORAspa
dc.subjectAPRENDIZAGEM EM DUPLASspa
dc.subjectAPRENDIZAGEM EM DUPLASspa
dc.subject.lembAUTOEFICACIAspa
dc.subject.lembRENDIMIENTO ACADEMICOspa
dc.subject.lembESTILOS COGNOSCITIVOSspa
dc.subject.lembAPRENDIZAJEspa
dc.subject.lembENSEÑANZA CON AYUDA DE COMPUTADORESspa
dc.titleDiferencias individuales en el desarrollo de la autoeficacia y el logro académico: el efecto de un andamiaje computacionalspa
dc.titleIndividual differences in the development of self-efficacy and academic achievement: the effect of a computational structurespa
dc.titleDiferenças individuais no desenvolvimento da auto - eficácia e o sucesso acadêmico: o efeito de uma estrutura computacionalspa
dc.typeArtículo de revistaspa
dc.type.coarhttp://purl.org/coar/resource_type/c_6501spa
dc.type.contentTextspa
dc.type.driverinfo:eu-repo/semantics/articlespa
dc.type.redcolhttp://purl.org/redcol/resource_type/ARTspa
dc.type.versioninfo:eu-repo/semantics/publishedVersionspa
dspace.entity.typePublication
oaire.accessrightshttp://purl.org/coar/access_right/c_abf2spa
oaire.versionhttp://purl.org/coar/version/c_970fb48d4fbd8a85spa
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