INFLUENCIA DE LA AUTOEFICACIA EN EL ÁMBITO ACADÉMICO

La autoeficacia o creencia en la propia capacidad en determinadas situaciones puede ser considerada un concepto vital en el ámbito educativo, puesto que es un elemento que predice de mejor manera el desempeño de la habilidad y del conocimiento personales. Este concepto se inserta dentro de la Teoría Social Cognitiva de Bandura, en la cual se considera al ser humano como un individuo autorganizado, autorreflexivo, autorregulado y comprometido con su desarrollo. Un punto clave en esta teoría es que las personas tienen creencias personales (creencias de autoeficacia), que les permiten ejercitar cierto control sobre sus sentimientos, acciones y pensamientos. Esto quiere decir que el comportamiento de los individuos se ve influido por lo que piensan, creen y sienten. Así, pues, la autoeficacia se convierte en un buen elemento de predicción del comportamiento humano. Las creencias de autoeficacia influyen en la conducta en general, mediante procesos cognitivos, motivacionales, afectivos y selectivos. Específicamente, en el ámbito académico, las creencias de autoeficacia actúan sobre la motivación, la persistencia y éxito académico. Cabe mencionar, también, que las creencias de autoeficacia que los profesores tienen acerca de su labor tienen una influencia importante en el desempeño de los alumnos. Finalmente, podemos mencionar que, entre las fuentes de autoeficacia, se encuentran el manejo exitoso de experiencias, la comparación con modelos similares, la persuasión social y los estados corporales.Believing in the own capacity or self- effectiveness in certain situations could be considered as a vital concept within the academic field because it can better predict performance than otherwise personal skills and knowledge can do.This concept is inserted within Bandura’s Cognitive Social Theory, which considers the human being as a self-organized, self-reflexive and task-committed individual. A key point in this theory is that people have personal believes regarding their self- effectiveness that allow them to have a certain control on their feelings, actions and thoughts. This means that individuals’ behavior can be influenced by what they think, create and feel. Therefore, self- effectiveness becomes a good predictive of the human behavior. Self- effectiveness believes also have an influence in the way each person acts through cognitive, motivational, affective and selective processes. In the academic field specifically, self- effectiveness believes have an impact on student’s motivation, persistence and academic success. It is worth to mention, also, that teacher’s self- effectiveness believes about their work have an important influence in the student’s performance. Finally, we can say that between the self- effectiveness sources, we found: the successful use of experiences, the comparison with similar models, the social persuasion and the corporal states

Relación entre la motivación de logro académico, la autoeficacia y la disposición para la realización de una tesis

This paper is the report of a study about the problems which psychology students have to resolve when they write a thesis for obtaining the degree. In the frame of this study three variables were considered: academic achievement motivation, selfevaluated autoefficacy for writing a thesis, and the will to write her. A sample of´psychology students in the last academic semesters of three privates universities answered the psychometric reactives used for this study. The author comments the relationships between the variables and their intensity.El propósito de este estudio es dar información acerca de la problemática de la realización de tesis para obtener la licenciatura. Para ello se relacionan tres variables: la Motivación de Logro Académico, la Autoeficacia para la Realización de una Tesis y la Disposición para la Realización de una Tesis. Se tomó una muestra de estudiantes de ambos sexos pertenecientes a tres universidades privadas de Lima. Finalmente, se discute las relaciones entre las variables y su intensidad

Peer Networks and Intention to Consume Unhealthy Food: The Association Through Cognitive Mediators in Peruvian Adolescents

This cross-sectional study examined the mediating role of three reasoned action approach (RAA) constructs—attitudes, perceived social pressure, and perceived behavioral control—on the relationship between peer networks and intention to consume unhealthy food. The authors examined self-reported data of a sample of 277 adolescents from public and private schools in Lima, Peru. Results revealed a total mediating effect of the reasoned action constructs; yet attitudes and perceived behavioral control, but not perceived social pressure (injunctive and descriptive norms), mediated the relationship between peer network and intention to consume unhealthy food. Explanations for these results are discussed in light of social cognitive theory and Ajzen and Fishbein’s postulates about specific attitudes. Finally, we discuss how school nurses can take advantage of RAA variables to influence food environments, use peer networks for reducing unhealthy food consumption, and organize workshops to inform parents about the mechanisms that promote junk food intake

Parental Monitoring of Children’s Television Viewing in a Sample of Peruvian Caregivers

Parental monitoring of children’s television viewing is an important family practice that helps children understand the messages they find on advertisements and program content. Research points at different dimensions of monitoring, including parental coviewing, rules about when and how much time children can watch television, and active parental mediation. The study describes different dimensions of parental monitoring in a sample of 303 caregivers of primary school children living in Lima. Main findings reveal that about a third of the sample engaged in parental monitoring never, rarely or sometimes, the education level of the caregiver was positively associated with limiting the time children can watch television, and that child’s age was negatively associated with the frequency of active mediation and limits on the content children may watch on TV. Further research is needed in order to understand the practice of parental monitoring across children’s age groups in the context of Peru

Hábitos de consumo de Facebook y YouTube: conciencia y estrategias metacognitivas en la lectura y estrategias de aprendizaje y estudio en universitarios

Se estudió la relación entre el uso de las plataformas en línea Facebook y YouTube, la conciencia metacognitiva, las estrategias metacognitivas en la lectura y las de aprendizaje y estudio en 463 estudiantes de primeros ciclos en cuatro universidades privadas y una estatal, varones y mujeres (16-23 años). Se desarrollaron escalas para las variables estudiadas y para analizar los hábitos de consumo de plataformas en línea, que presentaron validez y confiabilidad. Los resultados indicaron un mayor uso de la plataforma en línea Facebook, así como bajos niveles en el desarrollo de la conciencia metacognitiva y en el uso de estrategias metacognitivas en la lectura

Cyberactivism, Facebook self-efficacy and collective action among peruvian students

The relationship between cyberactivism and collective action has been widely studied. However, there is questioning on how online activism can lead to offline initiatives. The present study proposes that the relationship between cyberactivism and offline collective action is mediated by Facebook self-efficacy to produce collective action. The sample was comprised of 293 undergraduate students (M = 19.93, SD = 1.73, women = 63.8%) from two private universities in Lima-Peru. Results showed that cyberactivism was related with Facebook self-efficacy (r =.29, p <.001) and offline collective action (r =.37, p <.001), while Facebook self-efficacy was also associated with offline collective action (r =.59 p <.001). Furthermore, the findings displayed a partial mediation of Facebook self-efficacy between cyberactivism and offline collective action (B =.19, SE = 0.5, 95%, CI [.11,.29]). The model accounted for (R2) 14% of the explained variance in collective action. Finally, results demonstrated a good adjusted model fit index (CFI = 1.00, SRMR = 0.00). The interplay between the variables can partially be explained through the concept of triadic reciprocal causation of the Social Cognitive Theor

Social media and collective actionagainst climate change inPeruvian college students

El estudio busca analizar si las variables del Modelo de Identidad Social para la Acción Colectiva (SIMCA) median la relación entre el uso de las redes sociales y la acción colectiva ambiental. La investigación usó un diseño correlacional multivariado, basado en el análisis del modelo de ecuaciones estructurales (SEM), con una muestra de 259 estudiantes universitarios peruanos. Se encontró que la eficacia grupal medió la relación entre el uso de redes y los hábitos contra el cambio climático. Además, se halló que la moral, la ira, la identificación con los activistas y la eficacia grupal mediaron parcialmente la relación entre el uso de redes sociales y la acción colectiva virtual contra el cambio climático. Se concluye que la conexión entre las redes y la acción colectiva varía en función del tipo de acción colectiva ambiental.This study aims to analyze whether Social Identity Model for Collective Action (SIMCA) variables mediate the relationship between social media use and environmental collecti-ve action. The research used a multivariate correlation design, based on the sem (Struc-tural Equation Modeling) analysis, with a sample of 259 Peruvian university students. Group efficacy was found to mediate the relationship between the use of social media and habits against climate change. In addition, moral convictions, anger, identification with activists, and group efficacy were found to partially mediate the relationship between social media use and online collective action against climate change. It is concluded that the connection between social media and collective action varies depending on the type of environmental collective action.O estudo busca analisar se as variáveis do Modelo de Identidade Social para Ação Cole-tiva (siMca) mediam a relação entre o uso das redes sociais e a ação ambiental coletiva. A pesquisa utilizou um desenho correlacional multivariado, baseado na análise do mo-delo de equações estruturais (sem), com uma amostra de 259 universitários peruanos. Verificou-se que a eficácia do grupo mediou a relação entre o uso de redes e hábitos contra as mudanças climáticas. Além disso, constatou-se que convicções morais, a raiva, a identificação com os ativistas e a eficácia do grupo mediaram parcialmente a relação entre o uso de redes sociais e a ação coletiva virtual contra as mudanças climáticas. Conclui-se que a conexão entre redes e ação coletiva varia conforme o tipo de ação coletiva ambiental.Revisión por pare

To which world regions does the valence–dominance model of social perception apply?

Over the past 10 years, Oosterhof and Todorov’s valence–dominance model has emerged as the most prominent account of how people evaluate faces on social dimensions. In this model, two dimensions (valence and dominance) underpin social judgements of faces. Because this model has primarily been developed and tested in Western regions, it is unclear whether these findings apply to other regions. We addressed this question by replicating Oosterhof and Todorov’s methodology across 11 world regions, 41 countries and 11,570 participants. When we used Oosterhof and Todorov’s original analysis strategy, the valence–dominance model generalized across regions. When we used an alternative methodology to allow for correlated dimensions, we observed much less generalization. Collectively, these results suggest that, while the valence–dominance model generalizes very well across regions when dimensions are forced to be orthogonal, regional differences are revealed when we use different extraction methods and correlate and rotate the dimension reduction solution

Situational factors shape moral judgements in the trolley dilemma in Eastern, Southern and Western countries in a culturally diverse sample

Indexado en ScopusThe study of moral judgements often centres on moral dilemmas in which options consistent with deontological perspectives (that is, emphasizing rules, individual rights and duties) are in conflict with options consistent with utilitarian judgements (that is, following the greater good based on consequences). Greene et al. (2009) showed that psychological and situational factors (for example, the intent of the agent or the presence of physical contact between the agent and the victim) can play an important role in moral dilemma judgements (for example, the trolley problem). Our knowledge is limited concerning both the universality of these effects outside the United States and the impact of culture on the situational and psychological factors affecting moral judgements. Thus, we empirically tested the universality of the effects of intent and personal force on moral dilemma judgements by replicating the experiments of Greene et al. in 45 countries from all inhabited continents. We found that personal force and its interaction with intention exert influence on moral judgements in the US and Western cultural clusters, replicating and expanding the original findings. Moreover, the personal force effect was present in all cultural clusters, suggesting it is culturally universal. The evidence for the cultural universality of the interaction effect was inconclusive in the Eastern and Southern cultural clusters (depending on exclusion criteria). We found no strong association between collectivism/individualism and moral dilemma judgements.Revisión por pare