Autoeficacia para el aprendizaje de la escritura académica en inglés como segunda lengua, mediada por WebQuest-Wiki, en un grupo de docentes de Idiomas en formación en México

Zárate, Kalinka Velasco; Cano, José Manuel Meza

doi:10.17533/udea.ikala.v25n02a07

Cited by 3 publications

(1 citation statement)

References 21 publications

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“…English selfefficacy also shows significant correlations with learning strategies (Montaño-González and Cancino, 2020) and academic achievement (Kitikanan and Sasimonton, 2017). Additionally, it has been shown that self-efficacy for academic writing in English can be improved through technological strategies (Velasco-Zárate and Meza-Cano, 2020).…”

Section: Introductionmentioning

confidence: 99%

Psychometric properties and invariance of an English self-efficacy scale for university students in Peru

Mendoza-Torres,

Morales-García,

Sairitupa-Sanchez

et al. 2023

Front. Psychol.

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BackgroundEnglish is a global language used to communicate with members of the international community. Self-efficacy in learning English is an important factor that is influenced by perceived importance, interest, and beliefs about the ability to successfully perform tasks in English.ObjectiveThe aim is to develop and validate a measurement instrument to assess English self-efficacy.MethodsA total of 453 students from different Peruvian universities participated, with ages ranging from 18 to 60 years (M = 23; SD = 6.18). Statistical techniques for latent variables were used and recommendations for educational and psychological tests were followed in its construction. The sample was divided into two groups to perform exploratory factor analysis (EFA) and confirmatory factor analysis (CFA).ResultsThe English Self-Efficacy Scale (ESS-P) is representative and relevant in terms of its item content (Aiken’s V > 0.70). Its internal structure is organized into three first order factors and a second order factor that are consistent with the theoretical proposal and was confirmed through CFA with excellent goodness-of-fit indices (χ2 = 1184.9, gl = 626, CFI = 0.92, TLI = 0.92, RMSEA = 0.06 y SRMR = 0.04). It also has adequate internal consistency in its three factors (Reading α/ω = 0.96), Oral Communication (α/ω = 0.95), and Writing (α/ω = 0.97) and the whole scale (α/ω = 0.98), is invariant with respect to sex, and has a conceptual relationship with variables such as academic self-efficacy and exam anxiety.ConclusionThe ESS-P is a measurement instrument with evidence of validity, factorial invariance, and good reliability of its scores. Therefore, it can be used in future studies in the academic context.

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Section: Introductionmentioning

confidence: 99%

Psychometric properties and invariance of an English self-efficacy scale for university students in Peru

Mendoza-Torres,

Morales-García,

Sairitupa-Sanchez

et al. 2023

Front. Psychol.

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Investigating cognitive and metacognitive components of WebQuest-based education in the 7th grade work and technology curriculum according to Shannon’s entropy technique

Aslanyan-rad,

Ghaderi

2024

International Journal of Professional Development, Learners and Learning

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The current research was conducted to investigate the cognitive and metacognitive components of WebQuest education in the 7th grade work and technology curriculum using the strategy of quantitative content analysis and Shannon’s entropy technique. From the total population, it was selected as the sampling method of the research, therefore, all content elements, including activities, images, texts, and self-evaluations, were analyzed and investigated. These content elements were organized as the content analysis checklist and data collection tool. In this research, for the core components, the components obtained from the research with the title of “The application of WebQuest in teaching third-grade elementary science” were used, which included two core categories, cognitive and metacognitive, along with basic themes. The results of the examination of the cognitive components showed that in the 7th grade work and technology curriculum, the most attention was paid to the component of “pluralistic thinking” with an importance coefficient of (0/128) and also the least attention was paid to the components of “constructive thinking” and “creative thinking” with an importance coefficient of (0/061). Also, the results of the metacognitive components analysis illustrated that in the 7th grade work and technology curriculum, the most attention was paid to the components of “self-efficacy skills”, “self-management skills”, and “self-control skills” with an importance coefficient of (0/164) and the least attention was paid to the components of “self-directed skills” and “self-monitoring skills” with an importance coefficient of (0/109).

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El rol de la autoeficacia en el proceso de aprendizaje: estrategias para potenciarla en estudiantes de primaria

Reyes,

Bohórquez,

Morán

et al. 2024

S. F. J. of Dev.

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El estudio realizado en la Escuela Primaria Aurora Brillante analizó la autoeficacia percibida por los estudiantes y su impacto en el rendimiento académico en el aula de clases. El objetivo principal fue evaluar el nivel de autoeficacia, identificar los factores influyentes y proponer planes con estrategias para fortalecerla en el ámbito de aplicación educativa dando enfasis a garantizar los procesos. Utilizando un enfoque correlacional, se emplearon encuestas y entrevistas semiestructuradas. Los resultados revelaron una variabilidad significativa en la autoeficacia percibida, influenciada por experiencias previas y el apoyo em el desarrollo social. Se destacaron factores clave como el clima escolar y la calidad de la enseñanza. Las estrategias sugeridas incluyen el establecimiento de metas claras y precisas para el fomento de un ambiente de apoyo e intervención. Este estudio subraya la relevancia de abordar la autoeficacia para mejorar el proceso de aprendizaje de los estudiantes y promover un mejor desempeño académico en el entorno escolar.

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Autoeficacia para el aprendizaje de la escritura académica en inglés como segunda lengua, mediada por WebQuest-Wiki, en un grupo de docentes de Idiomas en formación en México

Cited by 3 publications

References 21 publications

Psychometric properties and invariance of an English self-efficacy scale for university students in Peru

Psychometric properties and invariance of an English self-efficacy scale for university students in Peru

Investigating cognitive and metacognitive components of WebQuest-based education in the 7<sup>th</sup> grade work and technology curriculum according to Shannon’s entropy technique

El rol de la autoeficacia en el proceso de aprendizaje: estrategias para potenciarla en estudiantes de primaria

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