Autoeficacia para el aprendizaje de la investigación en estudiantes universitarios

• Marco Criollo ^[1] ; Marcos Romero ^[1] ; Tomás Fontaines-Ruiz ^[2]
  1. [1] Universidad Tecnica de Machala

     Universidad Tecnica de Machala

     Machala, Ecuador

     
  2. [2] Universidad de Oriente

     Universidad de Oriente

     Venezuela

     
• Localización: Psicología educativa, ISSN 1135-755X, Vol. 23, Nº. 1, 2017, págs. 63-72
• Idioma: español
• DOI: 10.1016/j.pse.2016.09.002
• Títulos paralelos:
  • University students’ self-efficacy for learning how to conduct research
• Enlaces
  • Texto completo (pdf)
• Dialnet Métricas: 21 Citas
• Resumen
  • español

    El objetivo del estudio fue analizar la autoeficacia para el aprendizaje de la investigación que tienen los estudiantes universitarios y de qué manera estas ideas interactúan con sus concepciones respecto a la investigación. La muestra la constituyen 1.304 estudiantes de la Universidad Técnica de Machala, Ecuador, a los cuales se les aplicó un inventario de autoeficacia para el aprendizaje de la investigación. Los resultados indican que las ideas de autoeficacia están en proceso de formación. El estudiante ve la investigación como requisito para continuar su progresión profesional, de allí que se concibe más como producto que como proceso. Hay un relativo interés y autoconfianza para investigar. Se determinó que las ideas de eficacia de modo lineal no cambian las nociones de investigación que tienen los estudiantes y que los imaginarios de la universidad condicionan la fuerza y dirección de las creencias personales en la capacidad de aprender a investigar.

  • English

    The aim of this study was to analyze the university students’ self-efficacy for learning how to conduct research and how these ideas interact with their conceptions about research. The sample was made up of 1,304 students from Universidad Técnica de Machala, Ecuador. A questionnaire about self-efficacy for learning how to conduct research was applied to these students. The results of this study show that the ideas of self-efficacy are being formed. Students see research as a requirement for continuing their professional career; therefore, it is from that idea that research is conceived more as product than as a process. There exists a relative interest and confidence in conducting research. As a result, it has been determined that ideas of efficacy in the linear model do not change the research notions that university students have. It was also found that university social representations determine the strength and direction of personal beliefs in the ability to learn how to conduct research.

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