INFLUENCIA DE LA AUTOEFICACIA EN EL ÁMBITO ACADÉMICO

Authors

  • Fernando Ruiz Dodobara Universidad Peruana de Ciencias Aplicadas, Lima, Perú

DOI:

https://doi.org/10.19083/ridu.1.33

Keywords:

self-effectiveness, Cognitive Social Theory, academic field, cognitive and motivational processes

Abstract

Believing in the own capacity or self- effectiveness in certain situations could be considered as a vital concept within the academic field because it can better predict performance than otherwise personal skills and knowledge can do.This concept is inserted within Bandura’s Cognitive Social Theory, which considers the human being as a self-organized, self-reflexive and task-committed individual. A key point in this theory is that people have personal believes regarding their self- effectiveness that allow them to have a certain control on their feelings, actions and thoughts. This means that individuals’ behavior can be influenced by what they think, create and feel. Therefore, self- effectiveness becomes a good predictive of the human behavior. Self- effectiveness believes also have an influence in the way each person acts through cognitive, motivational, affective and selective processes. In the academic field specifically, self- effectiveness believes have an impact on student’s motivation, persistence and academic success. It is worth to mention, also, that teacher’s self- effectiveness believes about their work have an important influence in the student’s performance. Finally, we can say that between the self- effectiveness sources, we found: the successful use of experiences, the comparison with similar models, the social persuasion and the corporal states.

Downloads

Download data is not yet available.

References

Ausubel, D. P. (1995) Psicología Educativa. Un punto de vista cognoscitivo. México: Trillas.

Bandura, A. (1995) Exercice of personal and collective efficacy. En: Bandura, A. (ed.) Self – efficacy in Changing Societies, EEUU: University of Cambridge, pp. 1 – 45.

Bandura, A. (2001) “Guía para la Construcción de Escalas de Autoeficacia”. (Traducción) Córdoba: Universidad Nacional de Córdoba Argentina. [en línea] <http://www.google.com.pe/search?q=cache:LwoZEUC_ORYJ:www.revistaevaluar.co m.ar/effguideSpanish.htm+gu%C3%ADa+para+la+construcci%C3%B3n+de+escalas+d e+autoeficacia+universidad+de+c%C3%B3rdoba&hl=es>

Bandura, A. (1997) Self – Efficacy. The Exercice of Control. New Cork: W. H. Freeman and Company.

Hackett, G. (1995) Self – efficacy in career choice and educational development. En: Bandura, A. (ed.), Self – efficacy in Changing Societies,. EEUU: University of Cambridge, pp. 232 - 258.

Myers, D. (2000). Psicología Social. Sexta Edición. Bogotá: McGraw – Hill.

Pajares, F. (1996) Self – efficacy Beliefs in Academic Settings. En: Review of Educational Research (pp. 543 – 578). En: Riding, R. & Rayner, S. (Editores). Perception (pp. 239 – 266). Londres: Ablex Publishing. [en línea] http://www.emory.edu/EDUCATION/mfp/efftalk.html

Pajares, F. (2002). Overview of Social Cognitive Theory and Self – Efficacy . EEUU: Emory University. [en línea] <http://www.em ory.edu/EDUCATION/mpf/eff.html>.

Pajares, F. (1996). Assesing self – efficacy beliefs and academic outcomes: The case for specificity and correspondence. Annual Meeting of the American Educational Research Association: New York. [en línea] <http://www.emory.edu/EDUCATION/mfp/aera2.html>

Published

2005-04-13

How to Cite

Ruiz Dodobara, F. (2005). INFLUENCIA DE LA AUTOEFICACIA EN EL ÁMBITO ACADÉMICO. Revista Digital De Investigación En Docencia Universitaria [Digital Journal of University Teaching Research], 1(1), 1–16. https://doi.org/10.19083/ridu.1.33

Issue

Section

Original articles