Enfoques de aprendizaje, autoeficacia y rendimiento académico en el alumnado de bachilleratoimplicaciónes enseñanza
- Ramudo Andión, Indalecio 1
- Brenlla, Juan Carlos 1
- Barca Lozano, Alfonso 1
- Peralbo Uzquiano, Manuel 1
-
1
Universidade da Coruña
info
ISSN: 2386-7418
Ano de publicación: 2017
Título do exemplar: XIV Congreso de Psicopedagogía. Área 1: APRENDIZAJE, MEMORIA Y MOTIVACIÓN
Número: 1
Páxinas: 138-142
Tipo: Artigo
Outras publicacións en: Revista de estudios e investigación en psicología y educación
Resumo
This study analyzes the relationship and influence of different approaches and self-efficacy in academic performance taking into account 1505 High School students all over Galicia. Once analized the pertinent multiple linear regression tests, the results obtained show that the meaning orientation approaches (EOR-SG) and academic self-efficacy maintain a positive predictive capacity on academic achievement, while surface orientation approaches (EOR-SP) and general selfefficacy have a tendency to a negative impact on students' performance. For this reason, it is proposed that teachers follow their impact on teaching tasks with direct implications on meaningful-oriented learning approaches.
Referencias bibliográficas
- Bandura, A. (1977b). Self-efficacy: Toward a Unifying Theory of Behaviorai Change. Psychlogycal Review, 84 (2), 191-215.
- Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
- Bandura, A. (2001). Social cognitive theory: An agentic perspective. American Review of Psychology, 52, 1-26.
- Barca, A. y Peralbo, M. (2002). Informe Final del Proyecto FEDER/ESOG-Galicia: 1FD97-0283. Los contextos de aprendizaje y desarrollo en la Educación Secundaria Obligatoria (ESO): Perspectivas de intervención psicoeducativa sobre el Fracaso escolar en la comunidad Autonoma de Galica. Madrid: Dirección General de Investigación (I+D). Ministerio de Ciencia y Tecnología.
- Biggs, J.B. (2001). The reflective institution: assuring and enhancing the quality of teaching and learning. Higher Education, 41, 221-238.
- Biggs, J.B., Kember, D. y Leung D. (2001). The revised two-factor Study Process Questionnaire: R-SPQ-2F. British Journal of Educational Psychology, 71, 133-149.
- Eklund-Myrskog, G. (1999). Finnish students’ approaches to learning in different educational contexts. Estudios Pedagógicos, 25, 7-20.
- Elias, R. Z. (2005). Students’ approaches in introductory accounting courses. Journall of Education for Business, 3-4, 194-199.
- Entwistle, N.J. y Ramsden, P. (1983). Understanding student learning. Londres: Croom Helm
- Ramudo Andión, I. (2015). Variables motivacionais, autoeficacia e enfoques de aprendizaxe en relación co rendemento académico do alumnado de bacharelato. Universidade da Coruña (Tesis doctoral inédita).
- Rodríguez, L. (2005). Análisis de las creencias epistemológicas, concepciones y enfoques de aprendizaje de los futuros profesores. Tese de doutoramento sen publicar. Universidade de Granada.
- Rosário, P. (1999). Variáveis cognitivo-motivacionais na aprendizagem:as abordagens ao estudo em alunos do Ensino Secundário.Tese de doutoramento sen publicar. Universidade do Minho. Braga
- Tang, S. (2005) Comparing approaches to studying of Malaysian distance learners and on-campus learners: implications to distance education. School of Language Studies and Linguistics Faculty of Social Sciences and Humanities, Univer sity Kebangsaan Malaysia. Turkish Online Journal of Distance Education, 6 (2). Recuperado en: http://tojde.anadolu.edu.tr/tojde18/articles/article3.htm
- Wigfield, A.; Eccles, J.; MacIver, D.; Reuman, D. e Midgley, C. (1991). Transitions at early adolescence: Changes in children’s domain-specific self-perceptions and general self-esteem across the transition to junior high school. Developmental Psychology, 27, 552-565.
- Zimmerman, B.J., e Schunk, D. (Eds.) (2011). Handbook of self-regulation of learning and performance. London, New York: Routledge.