Intervención presencial con foco en fuentes de autoeficacia percibida en universitarios

Abstract

We present an instructional intervention study focused on the improvement of self-efficacy in college students fostering the four sources of Bandura´s self-efficacy: emotional and psychological state, proven expertise, verbal feed-back, and vicarius experience. This was for optimizing the learning and mastering of the Accountability and cost analysis II. The research problem starting from this question: What was the effectiveness of that an instructional program? The general aim was develop and implement an intervention program focused on self-efficacy strategies, not only for improving the learning and mastering of the subject, but to improve the perceived self-efficacy towards the subject. We used an experimental group of self-efficacy (N = 300) and another focused on traditional teaching (N = 300), with pretest and postest assessments. Results show a statistical significant rise of the majority of the measures, based on academic achievement in the 1st, 2nd, 3rd and 4th asessment, and too, in cognitive processes involved in the variables of learning strategies and motivation; learning styles and motivation; in knowledge metacognitive; in self-efficacy towards the subject; and in thinking styles.