DIFERENCIAS INDIVIDUALES EN EL DESARROLLO DE LA AUTOEFICACIA Y EL LOGRO ACADÉMICO: EL EFECTO DE UN ANDAMIAJE COMPUTACIONAL

Abstract

This research examines the relationship between self-efficacy, cognitive style and academic achievement of high school students during the interaction with a hypermedia environment to learn geometric transformations in the plane under three contrasting conditions: a) presence or absence of a self-regulatory structure in the software, b) learning individually or in pairs, and c) cognitive style in the dimension of field independence/dependence. Participants were 140 tenth grade students from four class groups of a high school at Soacha, Cundinamarca - Colombia. The research used a 2x2x3 factorial design, with pre-formed groups. A MANCOVA analysis was performed which showed significant effects on self-efficacy and academic achievement due to the presence of a self-regulatory structure and work in pairs.

Keywords

• Self-efficacy
• academic achievement
• cognitive style
• hypermedia environment
• self-regulatory structure
• peer work