Una Revisión De La Investigación Educativa Sobre Autoeficacia Y Teoría Cognitivo Social en Hispanoamérica

Moreno, Yadira Casas; Blanco, Ángeles Blanco

doi:10.13042/bordon.2016.44637

Cited by 11 publications

(8 citation statements)

References 10 publications

(10 reference statements)

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“…Nonetheless, there is a lack of research on this subject in Spanish-speaking countries. Casas Moreno and Blanco-Blanco (2016) asserts that the scarcity of studies in these countries may be due to a lack of psychometric tools that allow a valid and reliable assessment of teachers’ efficacy beliefs.…”

Section: Introductionmentioning

confidence: 99%

Spanish Version of the Teachers’ Sense of Efficacy Scale: An Adaptation and Validation Study

2021

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The Teachers’ Sense of Efficacy Scale (TSES) has been the most widely used instrument to assess teacher efficacy beliefs. However, no study has been carried out concerning the TSES psychometric properties with teachers in Mexico, the country with the highest number of Spanish-speakers worldwide. The purpose of the present study is to examine the reliability, internal and external validity evidence of the TSES (short form) adapted into Spanish with a sample of 190 primary and secondary Mexican teachers from 25 private schools. Results of construct analysis confirm the three-factor-correlated structure of the original scale. Criterion validity evidence was established between self-efficacy and job satisfaction. Differences in self-efficacy were related to teachers’ gender, years of experience and grade level taught. Some limitations are discussed, and future research directions are recommended.

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Section: Introductionmentioning

confidence: 99%

Spanish Version of the Teachers’ Sense of Efficacy Scale: An Adaptation and Validation Study

2021

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“…Resulta pertinente reconocer la autopercepción en los niños/as o jóvenes, ya que es un signo y rasgo que brinda identidad cultural a sus integrantes, constituyendo un punto de partida en la adhesión a la comunidad. Si se les brinda la posibilidad de participar e interactuar, pueden no solo pertenecer, sino también ser referentes y actores fundamentales en sus propios contextos (Casas y Blanco-Blanco, 2016). La identidad y la pertenencia, por parte de la comunidad educativa, se perfilan como componentes y variables que influyen en la valorización de sí mismo y, en consecuencia, en la calidad de su proceso de aprendizaje.…”

Section: Reconocer La Identidad: Una Vinculación De La Emocionalidad ...unclassified

“…En relación a la creación de pertenencia e identidad, los establecimientos deben fomentar en sus relaciones cotidianas valores que fortalezcan la convivencia en comunidad. Dichos valores serán el alma mater del mejoramiento educativo y la creación de un clima de trabajo enfocado en el aprendizaje en conjunto, centrado en las habilidades para el siglo XXI (Salamanca y Badilla, 2019;Casas y Blanco-Blanco, 2016). Los valores a fomentar para que los miembros de la comunidad educativa se consideren parte de ella son: Respeto por las iniciativas individuales, participación respetando las diferencias, autonomía personal, libertad con responsabilidad, practica del trabajo común como eje enriquecedor en las relaciones interpersonales, sensibilidad respecto del contexto interno, fomento de prácticas colectivas de trabajo y una actitud de servicio frente a la problemática del entorno de la comunidad local (Castro, 2004).…”

Section: Reconocer La Identidad: Una Vinculación De La Emocionalidad ...unclassified

Hacia un proyecto educativo centrado en las comunidades

Yevilao Alarcón

2022

Rev. electrón. reflex. investig. educ.l

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Desde la “municipalización” del sistema educativo chileno en la década de los 80´, ha existido una tendiente centralización de las decisiones educativas en diversos organismos que se posicionan lejos del contexto real en que los centros educativos se desarrollan, y que han generado un alejamiento de las comunidades hacia dichos centros. El predominio de sistemas educativos homogeneizantes y centralizados se han transforman en decisiones comunes en los diversos gobiernos que han legislado sobre educación, y han invisibilizado el valor real de la comunidad en el proceso formativo. Es por ello que resulta importante una reflexión sobre los dispositivos que puedan incluir en las decisiones educativas a los contextos. Aquí resurge el valor emancipador de los proyectos centrados en las comunidades, desde donde el dialogo consiente, reflexivo y que se centre en la participación democrática de sus actores, se transforma en el dispositivo faltante para la emancipación de la educación centralizada.

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“…Studies on vocational interests and career development from the SCCT perspective represent a growing area of research, accounting for 22% of the total number of studies conducted in Latin America (Moreno & Blanco, 2016). Although studies have provided evidence supporting the SCCT’s postulates (e.g., Cupani et al, 2017; Cupani, Zalazar Jaime, & Garrido, 2011), no study has yet explored the relationships proposed by the career self-management model in our particular context.…”

Section: Introductionmentioning

confidence: 99%

Predictive Contribution of Personality Traits in Career Decision-Making: A Test of the Social Cognitive Model of Career Self-Management

Azpilicueta,

Ghio,

Cupani

et al. 2023

Journal of Psychoeducational Assessment

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The current study sought to test hypotheses derived from the social cognitive model of career self-management (CSM; Lent & Brown, 2013) applied to the process of career exploration and decision-making. We examined how well personality traits, contextual factors, and social cognitive predictors, collectively, account for exploration behavior and career decision-making outcomes. Specifically, we determine the relationships between personality traits with career decision self-efficacy, career goals, and decisional criteria in a sample of 302 high school students. The participants completed domain-specific measures of four personality traits (conscientiousness, intellect/openness, extraversion, and neuroticism), social support, self-efficacy, outcome expectations, goals, level of career indecision, and decisional anxiety. The model fit the data well overall, though certain predictors were linked to the criterion variables only indirectly via mediated pathways. The structural equation model analysis suggested, consistent with previous studies, that the contribution of personality on career exploration and decision-making was mediated by sociocognitive mechanisms. Multiple group analysis suggests that neither sex nor the type of institution (state/private) that students attend determines the relationships among the variables of the proposed theoretical model. Limitations, further research, practical implications, and methodological implications for the CSM model are discussed.

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Una Revisión De La Investigación Educativa Sobre Autoeficacia Y Teoría Cognitivo Social en Hispanoamérica

Cited by 11 publications

References 10 publications

Spanish Version of the Teachers’ Sense of Efficacy Scale: An Adaptation and Validation Study

Spanish Version of the Teachers’ Sense of Efficacy Scale: An Adaptation and Validation Study

Hacia un proyecto educativo centrado en las comunidades

Predictive Contribution of Personality Traits in Career Decision-Making: A Test of the Social Cognitive Model of Career Self-Management

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