Autoeficacia y logro de aprendizaje en estudiantes con diferente estilo cognitivo en un ambiente m-learning

• López Vargas, Omar ; Ortiz-Vásquez, Juliana ^[1] ; Ibáñez-Ibáñez, Jaime ^[1]
  1. [1] Universidad Pedagógica Nacional
• Localización: Pensamiento psicológico, ISSN 1657-8961, Vol. 18, Nº. 1, 2020 (Ejemplar dedicado a: January-June 2020), págs. 71-85
• Idioma: español
• DOI: 10.11144/doi:10.11144/Javerianacali.PPSI18-1.alae
• Títulos paralelos:
  • Self-efficacy and Learning Achievement in Students with Different Cognitive Style in an M-learning Environment
• Enlaces
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• Dialnet Métricas: 3 Citas
• Resumen
  • español

    Objetivo. Explorar los efectos de un andamiaje motivacional sobre el logro académico y la autoeficacia,tanto académica como online, en estudiantes con diferente estilo cognitivo en la dimensión Dependencia-Independencia de Campo (DIC), cuando aprenden contenidos matemáticos en un ambiente m-learning.Método. Participaron 56 estudiantes de educación secundaria de un colegio femenino público de la ciudadde Villavicencio, Colombia. La investigación siguió un diseño cuasi-experimental. Los participantes fuerondistribuidos de forma aleatoria en dos grupos: (a) un grupo de estudiantes interactuó con un ambientem-learning, el cual incluyó dentro de su estructura un andamiaje motivacional; y (b) otro grupo interactuó con un ambiente m-learning sin andamiaje. El estilo cognitivo de las estudiantes se determinó a través de pruebas y se aplicaron dos pos-test de autoeficacia. Resultados. El andamiaje favoreció tanto el logro académico como la autoeficacia académica y online de las estudiantes con diferente estilo cognitivo. Conclusión. Los datos evidenciaron que las estudiantes, en la dimensión DIC, lograron aprendizajes equivalentes debido al efecto del andamiaje motivacional que fue incluido en el ambiente m-learning. También fue posible establecer que tanto la autoeficacia académica como la autoeficacia online de los aprendices dependientes de campo favorecen el logro académico.

  • English

    Objective. To explore the effects of a motivational scaffolding on academic achievement, self-efficacy, bothacademic and online, in students with different cognitive style in the Field Dependence-Independence (FDI)dimension, when mathematical content is delivered in an m-learning environment. Method. Fifty-six secondary school students from a public women’s school in the city of Villavicencio, Colombia participated. The research followed a cuasi-experimental design in which the participants were randomly distributed in two groups: (a) a group of students interacts with an m-learning environment, which includes within its structure a motivational scaffolding and; (b) another group interacts with an m-learning environment without scaffolding. The cognitive style of the students was determined through tests and two self-efficacy post-tests were applied. Results. The scaffolding favored both academic achievement and academic self-efficacy as well as the online students with different cognitive style. Conclusion. The data shows that students in the FDI dimension, achieved equivalent learning due to the effect of the motivational scaffolding that was included in the m-learning environment. It is also possible to establish that both academic self-efficacy and online self-efficacy of field dependent accessories favors academic achievement.

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