Autoeficacia en niños de educación primaria y preferencia por un rol de profesor
Children self-efficacy of primary school and preference for a teacher role
DOI:
https://doi.org/10.54167/tch.v10i2.574Palabras clave:
Profesor facilitador de aprendizaje, profesor transmisor de la información, percepción en los niños, autoeficacia, aprendizajeResumen
Para mejorar el aprendizaje del estudiante, la política educativa actual propone el rol del profesor facilitador, y la autoeficacia esta consistentemente relacionada con su logro. De estos planteamientos surgen las preguntas ¿con cuál rol de profesor creen los niños escolares que aprenden mejor?, ¿cuáles son las relaciones del rol del profesor con la autoeficacia? El objetivo de este estudio fue explorar las relaciones entre estas variables. El diseño es descriptivo y correlacional con una muestra de no probabilística de 423 alumnos de 5o y 6o año de escuelas primarias. Para identificar la preferencia de los niños por un rol de profesor para aprender matemáticas se usaron caricaturas y se aplicó una adaptación al español mexicano de la Escala Multidimensional de Autoeficacia Percibida en Niños (Pastorelli et al., 2001). Los resultados muestran que el 47 % de los niños prefieren al profesor transmisor de información, el 50 % al facilitador del aprendizaje y el 3 % no respondieron o la respuesta fue sin clasificación. Aproximadamente la mitad (46-53 %) de los niños presentaron alto nivel de autoeficacia general y de sus componentes de autoeficacia: académica, de autorregulación y social y del 43 al 54 % un nivel bajo. El profesor transmisor de información y la autoeficacia general correlacionaron positivamente de manera baja con evidente la tendencia a la asociación entre estas variables.
Descargas
Citas
Aurah, C. M., J. C. Cassady & T.J. McConnell. 2014. Predicting problem solving from metacognition and self-efficacy beliefs on a cross validated. British Journal of Education 2(1): 49-72. https://tinyurl.com/38t39asw
Bandura, A. 1977. Autoeficacia: hacia una teoría unificada del cambio conceptual. Revista de Psicología 84: 191-215.
Bandura, A. 1994. Self-efficacy. En Encyclopedia of human behavior. Vol. 4. (pp. 71-81). Academic Press. ISBN 0122269209, 9780122269202.
Bandura, A. 2002. The growing primacy of perceived efficacy in human self-development, adaptation and change. Texto original del profesor Albert Bandura con motivo de su investidura como Doctor Honoris Causa en la Universitat Jaume I. https://tinyurl.com/6wr4hk43
Bong, M. & E. M. Skaalvik. 2003. Self-concept and self-efficacy revisited: a few notable differences and important similarities. En International advances in self-research (pp. 67-89). Information Age Publishing. ISBN 1593110049, 9781593110048.
Buchanan, T. & N. Selmon. 2008. Race and gender differences in self-efficacy: Assessing the role of gender role attitudes and family background. Sex Roles: A Journal of Research 58(11-12): 822-836. https://doi.org/10.1007/s11199-008-9389-3
Campbell, J., D. Smith, G. Boulton-Lewis, J. Brownlee, P. C. Burnett, S. Carrington & N. Purdie. 2001. Students' perceptions of teaching and learning: the influence of students approaches to learning and teachers' approaches to teaching. Teachers and Teaching: theory and practice 7(2): 173-187. https://doi.org/10.1080/13540600120054964
Carrasco, M. & M. Del Barrio. 2002. Evaluación de la autoeficacia en niños y adolescentes. Psicothema 14(2): 323-332. https://www.psicothema.com/pi?pii=727
Carroll, A., S. Houghton, R. Wood, K. Unsworth, J. Hattie, L. Gordon & J.Bower. 2009. Self-efficacy and academic achievement in Australian high students: The mediating effects of academic aspirations and delinquency. Journal of Adolescence 32(4):797-817. https://doi.org/10.1016/j.adolescence.2008.10.009
Cartagena, M. 2008. Relación entre la autoeficacia y el rendimiento escolar y los hábitos de estudio en alumnos de secundaria. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación 6(3): 59-99. http://hdl.handle.net/10486/661132
Civil, M. & N. Planas. 2004. Participation in the mathematics classroom: Does every student have a voice? For the learning of mathematics 24(1): 8-14. https://eric.ed.gov/?id=EJ1106979
Dabell, J. 2008. Using concept cartoons. Mathematics Teaching Incorporating Micromath 209: 34-36. https://eric.ed.gov/?id=EJ815105
De Bruin, A.B. H., K. W. Thiede, G. Camp & J. Redford. 2001. Generating keywords improves metacomprehension and self-regulation in elementary and middle school children. Journal of Experimental Child Psychology 109(3): 294-310. https://doi.org/10.1016/j.jecp.2011.02.005
Eccles, J. S., & R.W. Roeser. 2009. Schools, Academic Motivation and Stage-Environment Fit. En Handbook of Adolescent Psychology. Vol. 1. Individual bases of adolescent development (pp. 404-433). 3ª Ed. John Wiley & Sons, Inc. ISBN 9780470149218.
Flutter, J. 2007. Teacher development and pupil voice. The Curriculum Journal 18(3): 343-354. https://doi.org/10.1080/09585170701589983
Goodyear, P. & N. Hativa. 2002. Research on teacher thinking, beliefs and knowledge in higher education. En Teacher Thinking, Beliefs and Knowledge in Higher Education (pp. 1-13). Springer Dordrecht. ISBN 9781402000942. https://doi.org/10.1007/978-94-010-0593-7
Hopkins, E. A. 2008. Classroom conditions to secure enjoyment and achievement: the pupils´voice. Listening to the voice of every child matters. Education 3-13. International Journal of Primary, Elementary and Early Years Education 36(4): 393-401. https://doi.org/10.1080/03004270801969386
Kabapinar, F. 2005. Effectiveness of teaching concept cartoons from the point of view of constructivist approach. Educational Sciences: Theory & Practice 5(1):135-146. https://tinyurl.com/2zdwyp67
Keogh, B., S. Naylor & C. Wilson. 1998. Concept cartoons; a new perspective on physics education. Physics Education 33(4): 291-294. www.doi.org/10.1088/0031-9120/33/4/009
Kinchin, I. M. 2004. Investigating students´beliefs about their preferred role as learners. Educational Research 46(3): 301-312. https://doi.org/10.1080/001318804200277359
Lange, T. 2010. Tell them we like to decide for ourselves –Children´s agency in mathematics education. En Proceedings of the Sixth Congress of the European Society for Research in Mathematics Education (pp. 2587- 2596). Institut National De Recherche Pédagogique. http://ife.ens-lyon.fr/editions/editions-electroniques/cerme6/
Linnenbrink, E. A. & P. R. Pintrich. 2003. The role of self-efficacy beliefs in student engagement and learning in the classroom. Reading and Writing Quarterly. Overcoming Learning Difficulties 19(2): 119-137. https://doi.org/10.1080/10573560308223
Loo C. W. & J. L. F. Choy. Sources of Self-efficacy influencing academic performance of engineering students. American Journal of Educational Research 1(3): 86-92. http://pubs.sciepub.com/education/1/3/4/index.html
Margolis, H. & P. P. McCabe. 2003. Self-efficacy: A key to improving the motivation of struggling learners. Preventing School Failure: Alternative Education for Children and Youth 47(4): 162-169. https://doi.org/10.1080/10459880309603362
Palmer, D. H. 2006. Sources of self-efficacy in a science methods course for primary teacher education students. Research in Science Education 36(4): 337-353. https://doi.org/10.1007/s11165-005-9007-0
Pampaka, M., I. Kleanthous, G. D. Hutcheson & G. Wake. 2011.Measuring mathematics self-efficacy as a learning outcome. Research in Mathematics Education 13(2): 169-190. https://doi.org/10.1080/14794802.2011.585828
Pastorelli, C., G. V. Caprara, C. Barbaranelli, J. Rola, S. Rozsa & A. Bandura. 2001. The structure of children's perceived self-efficacy: A cross-national study. European Journal of Psychological Assessment 17(2): 87-97. https://psycnet.apa.org/doi/10.1027/1015-5759.17.2.87
Sadi, O. & M. Uyar. 2013. The Relationship Between Self-Efficacy, Self-regulated Learning Estrategies and Achievement: A path Model. Journal of Baltic Science Education 12(1): 21-33. https://doi.org/10.33225/jbse%2F13.12.21
Schunk, D. H. 1987. Peer models and Children’s Behavior Change. Review of Educational Research 5(2): 149-174. https://doi.org/10.2307/1170234
Schunk, D.H. 1991. Self-efficacy and academic motivation. Educational Psychologist 26(3- 4): 207-231. https://doi.org/10.1080/00461520.1991.9653133
Schunk, D. H. & J. L. Meece. 2005. Self-efficacy beliefs of adolescents. En Self-efficacy beliefs of adolescents (pp. 71-96). Information Age Publishing. ISBN 1593113676.
Schunk, D. H., P. R. Pintrich & J. L. Meece. 2008. Motivation in education. 3rd Ed. Pearson Merril Prentice Hall. ISBN 9780132281553
Schunk, D. H. & B. Zimmerman. 2007. Influencing children’s self-efficacy and self- regulation of reading and writing through modeling. Reading & Writing Quarterly. Overcoming Learning Difficulties 23(1): 7-25. https://doi.org/10.1080/10573560600837578
Secretaría de Educación Pública. 2011. Libro del maestro. ISBN 9786074672152.
Sexton, M. 2010. Using concepts cartoon´s to access student beliefs about preferred approaches to mathematics learning and teaching. En Shaping the future of mathematics education: Proceedings of the 33rd annual conference of the Mathematics Education Research Group of Australasia (pp. 515- 522). Fremantle: MERGA. https://tinyurl.com/2hs8bkd5
Taylor, M., N. Hawera, & J. Young-Loveridge. 2005. Children´s views of their teacher´s role in helping them learn mathematics. En Building connections: Theory, research and practices. Proceedings of the 28th Annual conference of the mathematics in Education research Group of Australasia. Vol. 1. (pp. 728-734). Melbourne, Australia. https://tinyurl.com/2lbxao5v
United Nations. 1989. United Nations Convention on the Rights of the Child (UNCROC). https://www.unicef.org.uk/rights-respecting-schools/the-rrsa/introducing-the-crc/
United Nations Educational, Scientific and Cultural Organization. 1994. The Salamanca Statement and framework for action on special needs education. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000098427
Usher, E. L. & F. Pajares. 2006. Sources of academic and self-regulatory efficacy beliefs of entering middle school students. Contemporary Educational Psychology 31(2):125-141. https://doi.org/10.1016/j.cedpsych.2005.03.002
Usher, E. L. & F. Pajares. 2008. Self-efficacy for self-regulated learning: A validation study. Educational and Psychological Measurement 68: 443-463. https://doi.org/10.1177/0013164407308475
Usher, E. L. & F. Pajares. 2009. Sources of self-efficacy in mathematics: A validation study. Contemporary Education Psychology 34(1): 89-101. https://doi.org/10.1016/j.cedpsych.2008.09.002
Valentine, J. C., D. L. DuBois & H. Cooper. 2004. The relations between self-beliefs and academic achievement: A systematic review. Educational Psychologist 39(2): 111-133. https://doi.org/10.1207/s15326985ep3902_3
Zimmerman, B. J. 2008. Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal 45(1): 166-183. https://doi.org/10.3102/0002831207312909
Publicado
Cómo citar
-
Resumen749
-
PDF45
-
HTML18
