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

La 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 pre...

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Autores:
López-Vargas, Omar
Valencia-Vallejo, Nilson Genaro
Tipo de recurso:
Article of investigation
Fecha de publicación:
2012
Institución:
Universidad Católica de Colombia
Repositorio:
RIUCaC - Repositorio U. Católica
Idioma:
spa
OAI Identifier:
oai:repository.ucatolica.edu.co:10983/28074
Acceso en línea:
https://hdl.handle.net/10983/28074
https://actacolombianapsicologia.ucatolica.edu.co/article/view/264
Palabra clave:
Academic achievement
Cognitive style
Hypermedia environment
Self-regulatory structure
Peer work
Self-efficacy
Logro académico
Estilo cognitivo
Ambiente hipermedia
Andamiaje autorregulador
Aprendizaje en parejas
Autoeficacia
Sucesso acadêmico
Estilo cognitivo
Ambiente hipermedia
Estrutura autorreguladora
Aprendizagem em duplas
Auto-eficácia
Rights
openAccess
License
Omar López Vargas, Nilson Genaro Valencia Vallejo - 2012
id UCATOLICA2_692de509fcfaaa7217c67090cd64736e
oai_identifier_str oai:repository.ucatolica.edu.co:10983/28074
network_acronym_str UCATOLICA2
network_name_str RIUCaC - Repositorio U. Católica
repository_id_str
dc.title.spa.fl_str_mv Diferencias individuales en el desarrollo de la autoeficacia y el logro académico: el efecto de un andamiaje computacional.
dc.title.translated.eng.fl_str_mv Individual differences in the development of self-efficacy and academic achievement: the effect of a computational structure.
title Diferencias individuales en el desarrollo de la autoeficacia y el logro académico: el efecto de un andamiaje computacional.
spellingShingle Diferencias individuales en el desarrollo de la autoeficacia y el logro académico: el efecto de un andamiaje computacional.
Academic achievement
Cognitive style
Hypermedia environment
Self-regulatory structure
Peer work
Self-efficacy
Logro académico
Estilo cognitivo
Ambiente hipermedia
Andamiaje autorregulador
Aprendizaje en parejas
Autoeficacia
Sucesso acadêmico
Estilo cognitivo
Ambiente hipermedia
Estrutura autorreguladora
Aprendizagem em duplas
Auto-eficácia
title_short Diferencias individuales en el desarrollo de la autoeficacia y el logro académico: el efecto de un andamiaje computacional.
title_full Diferencias individuales en el desarrollo de la autoeficacia y el logro académico: el efecto de un andamiaje computacional.
title_fullStr Diferencias individuales en el desarrollo de la autoeficacia y el logro académico: el efecto de un andamiaje computacional.
title_full_unstemmed Diferencias individuales en el desarrollo de la autoeficacia y el logro académico: el efecto de un andamiaje computacional.
title_sort Diferencias individuales en el desarrollo de la autoeficacia y el logro académico: el efecto de un andamiaje computacional.
dc.creator.fl_str_mv López-Vargas, Omar
Valencia-Vallejo, Nilson Genaro
dc.contributor.author.spa.fl_str_mv López-Vargas, Omar
Valencia-Vallejo, Nilson Genaro
dc.subject.eng.fl_str_mv Academic achievement
Cognitive style
Hypermedia environment
Self-regulatory structure
Peer work
Self-efficacy
topic Academic achievement
Cognitive style
Hypermedia environment
Self-regulatory structure
Peer work
Self-efficacy
Logro académico
Estilo cognitivo
Ambiente hipermedia
Andamiaje autorregulador
Aprendizaje en parejas
Autoeficacia
Sucesso acadêmico
Estilo cognitivo
Ambiente hipermedia
Estrutura autorreguladora
Aprendizagem em duplas
Auto-eficácia
dc.subject.spa.fl_str_mv Logro académico
Estilo cognitivo
Ambiente hipermedia
Andamiaje autorregulador
Aprendizaje en parejas
Autoeficacia
Sucesso acadêmico
Estilo cognitivo
Ambiente hipermedia
Estrutura autorreguladora
Aprendizagem em duplas
Auto-eficácia
description La 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.
publishDate 2012
dc.date.accessioned.none.fl_str_mv 2012-07-01 00:00:00
2023-01-23T15:37:25Z
dc.date.available.none.fl_str_mv 2012-07-01 00:00:00
2023-01-23T15:37:25Z
dc.date.issued.none.fl_str_mv 2012-07-01
dc.type.spa.fl_str_mv Artículo de revista
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dc.type.local.eng.fl_str_mv Journal article
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dc.identifier.uri.none.fl_str_mv https://hdl.handle.net/10983/28074
dc.identifier.url.none.fl_str_mv https://actacolombianapsicologia.ucatolica.edu.co/article/view/264
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dc.relation.citationedition.spa.fl_str_mv Núm. 2 , Año 2012
dc.relation.citationendpage.none.fl_str_mv 41
dc.relation.citationissue.spa.fl_str_mv 2
dc.relation.citationstartpage.none.fl_str_mv 29
dc.relation.citationvolume.spa.fl_str_mv 15
dc.relation.ispartofjournal.spa.fl_str_mv Acta Colombiana de Psicología
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spelling López-Vargas, Omar3f9db618-0f2e-472e-8496-b87b86ef000bValencia-Vallejo, Nilson Genaro13f5a8b0-9999-41a9-a361-0c47beca90122012-07-01 00:00:002023-01-23T15:37:25Z2012-07-01 00:00:002023-01-23T15:37:25Z2012-07-01La 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.This 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.application/pdf1909-97110123-9155https://hdl.handle.net/10983/28074https://actacolombianapsicologia.ucatolica.edu.co/article/view/264spaUniversidad Católica de Colombiahttps://actacolombianapsicologia.ucatolica.edu.co/article/download/264/pdf%20art%C3%ADculo%203Núm. 2 , Año 20124122915Acta Colombiana de PsicologíaAlomyan, H. (2004). Individual Differences: Implications for Web-based Learning Design. International Education Journal. 4(4), 188 -196.Angeli, C., Valanides, N. & Kirschner, P. (2009). Field dependence?independence and instructional design effects on learners? performance with a computer-modeling tool. Computers in Human Behavior. 25(6), 1355?1366. doi:10.1016/j.chb.2009.05.010.Azevedo, R., Moos, D., Greene, J., Winters, F. & Cromley, J. (2008). 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Journal of Educational Psychology, 82, 51-59. doi:10.1037//0022- 0663.82.1.51.Zimmerman, B. J., & Schunk, D. H. (Eds.) (2001). Self-regulated learning and academic achievement: Theoretical perspectives (2nd Ed.) Mahwah, NJ: Lawrence Erlbaum.Omar López Vargas, Nilson Genaro Valencia Vallejo - 2012info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2https://creativecommons.org/licenses/by-nc-sa/4.0/https://actacolombianapsicologia.ucatolica.edu.co/article/view/264Academic achievementCognitive styleHypermedia environmentSelf-regulatory structurePeer workSelf-efficacyLogro académicoEstilo cognitivoAmbiente hipermediaAndamiaje autorreguladorAprendizaje en parejasAutoeficaciaSucesso acadêmicoEstilo cognitivoAmbiente hipermediaEstrutura autorreguladoraAprendizagem em duplasAuto-eficáciaDiferencias individuales en el desarrollo de la autoeficacia y el logro académico: el efecto de un andamiaje computacional.Individual differences in the development of self-efficacy and academic achievement: the effect of a computational structure.Artículo de revistahttp://purl.org/coar/resource_type/c_2df8fbb1http://purl.org/coar/version/c_970fb48d4fbd8a85Textinfo:eu-repo/semantics/articleJournal articlehttp://purl.org/redcol/resource_type/ARTinfo:eu-repo/semantics/publishedVersionPublicationOREORE.xmltext/xml2749https://repository.ucatolica.edu.co/bitstreams/8a428cfb-5cfc-46f8-bdab-17f62fc42285/download9c82fcbbecda62d4ae07d9feb175532dMD5110983/28074oai:repository.ucatolica.edu.co:10983/280742023-03-24 17:40:17.398https://creativecommons.org/licenses/by-nc-sa/4.0/Omar López Vargas, Nilson Genaro Valencia Vallejo - 2012https://repository.ucatolica.edu.coRepositorio Institucional Universidad Católica de Colombia - RIUCaCbdigital@metabiblioteca.com

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