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dc.contributor.authorLópez Vargas, Omarspa
dc.contributor.authorValencia Vallejo, Nilson Genarospa
dc.rightsDerechos Reservados - Universidad Católica de Colombia, 2012spa
dc.rights.urihttps://creativecommons.org/licenses/by-nc/4.0/spa
dc.rights.accessrightsinfo:eu-repo/semantics/openAccessspa
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.publisherUniversidad Católica de Colombia. Facultad de Psicologíaspa
dc.date.accessioned2013-07-18T20:01:07Zspa
dc.date.available2013-07-18T20:01:07Zspa
dc.date.issued2012-12spa
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.relation.ispartofActa Colombiana de Psicología, Vol. 15, no 2. (jul.-dic. 2012); p. 29-41spa
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.typeArtículo de revistaspa
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.subject.lembAUTOEFICACIAspa
dc.subject.lembRENDIMIENTO ACADEMICOspa
dc.subject.lembESTILOS COGNOSCITIVOSspa
dc.subject.lembAPRENDIZAJEspa
dc.subject.lembENSEÑANZA CON AYUDA DE COMPUTADORESspa
dc.rights.creativecommonsAtribución-NoComercial 4.0 Internacional (CC BY-NC 4.0)spa
dc.type.coarhttp://purl.org/coar/resource_type/c_6501spa
dc.type.driverinfo:eu-repo/semantics/articlespa
dc.type.versioninfo:eu-repo/semantics/publishedVersionspa
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