El uso de tecnologías de información y comunicación (TIC), en el contexto educativo, suele asociarse con algunas estrategias de aprendizaje y formas de instrucción on-line o virtual. La problemática latente es esclarecer y analizar el modo en el que se relaciona la utilidad tecnológica y capacidades cognitivas como la autoeficacia. La investigación tiene como objetivo identificar las relaciones entre autoeficacia computacional y el empleo de las TIC en la formación universitaria. Para ello, los participantes fueron 148 estudiantes de una universidad privada de Lima, cuyas facultades presentan líneas de investigación sobre tecnologías y análisis de información (Educación, Gestión e Ingeniería Industrial). El análisis estadístico se realizó en base a los resultados de dos instrumentos de medición: el Inventario de Autoeficacia Computacional – Revisado (adaptación de test de Autoeficacia Computacional) y la Encuesta sobre Uso de Tecnologías para el Trabajo Académico (EUTTA). Los resultados de la investigación han demostrado que la relación entre los conceptos planteados es significativa y que presenta un nivel medio de intensidad (r=.36; p<.05); así como, en varias sub-áreas de los constructos, asociadas al manejo de herramientas y a la gestión de información. Algunas variables de correlación relevante fueron la satisfacción con las formas de uso, ciclo de estudios, y acceso a servicios y cuentas. Ello puede explicarse porque las experiencias de uso de TIC y la destreza desarrollada en el empleo de estas herramientas responden, en gran medida, a la confianza en la capacidad de uso para gestionar y elaborar tareas académicas. / In educational context, the use of Information and Communication Technologies (ICT) usually associates with some learning strategies and forms of on-line or virtual instruction. In this context, the latent problem is to clarify and to analyze the way in that it influences or the technological utility is influenced by cognitive resources such as self-efficacy. The objective of this research is to identify the relationship between Computer self-efficacy and the use of ICT in activities at university. In order to do this, 148 students from a private university in Lima participated in this study, whose colleges (Education, Management and Industrial Engineering) have ICT and information analysis’ researching approaches. Statistical analysis was based on two media instruments: “Computer Self-efficacy Inventory” and “The survey on the use of technologies for academic activities”. The results demonstrate that, certainly, the correlation between self-efficacy and the use of ICT exists and is at medium rank (r=.36; p<.05) as well as, in many dimensions of the study’s concepts. Also, some aspects considered and relevant correlated to use and self-efficacy were satisfaction in the use of ICT, services and accounts, cycle and ICT resources management. It can be explained to the ICT use experiences and the developing skills in the use of these tools, which respond to the ability to use these to organize and do academic tasks.

[pt] Diante da informatização das escolas e tendo em vista a necessidade de maior eficiência, eficácia e produtividade das unidades de ensino, o estado de Minas Gerais implementou, em 2008, o Sistema Mineiro de Administração Escolar (SIMADE) em todas as escolas públicas da rede estadual. Esse sistema permite a organização dos dados educacionais e, a partir deles, a proposição de ações, estratégias e intervenções com intuito de melhorar a qualidade da educação. Investigamos quais têm sido os usos dos dados do SIMADE como ferramenta de gestão para os diretores da rede estadual de Minas Gerais. Usamos como referência analítica os conceitos de gestão escolar, dados e autoeficácia do diretor. Foi aplicado um survey aos diretores e aos integrantes da equipe da secretaria de todas as escolas da rede estadual. Obtivemos respostas de 586 escolas, a maioria das quais atende ao Ensino Fundamental e Médio. Os principais resultados são: (i) os diretores têm menos tempo de atuação na função se comparados aos secretários e ATBs, embora tenham maior escolarização, os diretores dedicam um tempo quase igual à gestão administrativa e pedagógica; (ii) os computadores, em geral, estão em bom estado de conservação, o acesso ao SIMADE é considerado bom e a frequência de acesso ao sistema é maior por parte dos secretários e ATBs, que se mostraram satisfeitos com a usabilidade do sistema; (iii) os diretores estão distribuídos em três níveis de autoeficácia – baixa, adaptativa e alta; (iv) o SIMADE é considerado uma das fontes de informação mais utilizadas dentro da escola. O uso do sistema, na perspectiva dos sujeitos da pesquisa, possui mais fins administrativos que pedagógicos, ainda que o detalhamento registrado por eles sobre as formas de uso do sistema apresente indícios de ser mais pedagógico, indicando percepções possivelmente variadas sobre o sentido dos possíveis usos pedagógicos. / [en] Faced with the computerization of schools (since the existence of computers and internet in the units) and in view of the need for greater efficiency, effectiveness and productivity of educational units, the state of Minas Gerais implemented in 2008 the Minas Gerais System of School Administration (SIMADE) in all public schools of the state educational system. This administrative system allows the organization of educational data and, based on them, the proposition of actions, strategies and interventions in order to improve the quality of education. In this work, we investigate the use of SIMADE data as a management tool for the principals of the Minas Gerais state educational system. We use as an analytical reference the concepts of school management, data and self-efficacy of the director. A survey was applied to the directors and members of the staff of the secretariat of all schools in the state system. We obtained responses from 586 schools - in which the principal and secretary or technical assistant of basic education (ATB) answered the questionnaire - most of which attend Elementary and Secondary School. The main results are: (i) the principals have less time in the function compared to the secretaries and ATBs; although more educated, principals dedicate almost equal time to the administrative and pedagogical management; (ii) computers are generally in good condition, access to SIMADE is considered good and the frequency of access to the system is greater by the secretaries and ATBs, who were satisfied with the usability of the system; (iii) the principals are distributed in three levels of self-efficacy - low, adaptive and high; (iv) SIMADE is considered one of the most used information sources within the school. The use of the system, from the perspective of the subjects of the research, has more administrative than pedagogical purposes, although the details recorded in their answers about the use of the system show signs of more pedagogical use, indicating possibly different perceptions about the meaning of possible pedagogical uses of the system.

Esta investigación tuvo como objetivo establecer la relación existente entre la Autoeficacia y las Estrategias de Aprendizaje en alumnos del 1er año de secundaria de los colegios estatales de los Balnearios del Sur de Lima. Se contó con 214 alumnos de ambos sexos cuyas edades oscilaban entre 11 a 14 años. Se empleó el diseño descriptivo correlacional de tipo no experimental. Los instrumentos utilizados fueron la escala de Autoeficacia de Baessler & Schwarzer y la escala de Estrategia de Aprendizaje (ACRA) de Román, J. y Gallegos, S. Los resultados obtenidos demostraron que existe relación entre Autoeficacia y Estrategia de Aprendizaje, en tal sentido, se concluye que a mayor autoeficacia, mayor uso de las estrategias de aprendizaje. / The purpose of this study was to establish if there is a relationship between self-efficacy and learning strategies among students in their first year of secondary school at the Balnearios state schools in southern Lima, Peru. This study was conducted with 214 students of both sexes, between the ages of 11 and 14. The study utilized a non-experimental, descriptive correlational design. As instruments it utilized the Baessler and Schwarzer self-efficacy scale as well as the Learning Straegies Scale (ACRA) developed by Román, J. and Gallegos, S. This study finds that there is a relationship between self-efficacy and learning strategies. It concludes that students with greater self-efficacy more frequently employ learning strategies.

Existe una baja representación de las mujeres en carreras de ciencias naturales, tecnología, ingeniería y matemáticas [CTIM]. Esto se relaciona con diversos factores, dentro de los cuales la autoeficacia se muestra relevante. Así, el objetivo de esta investigación es analizar cómo las mujeres profesionales de carreras de CTIM vivencian la influencia de variables del contexto en su autoeficacia, a través de la exploración de sus experiencias tempranas, tanto en el ámbito familiar y como en el académico, y las experiencias actuales, tanto laborales y como aquellas vinculadas a la maternidad. De este modo, esta es una investigación cualitativa con diseño de análisis temático, que utiliza entrevistas semi-estructuradas. Los hallazgos muestran que el nivel de autoeficacia de las mujeres en carreras de ciencias influye en la manera en la que vivencian su contexto, y a la vez, las experiencias del contexto han dado forma y continúan influenciando su autoeficacia. Es importante señalar que las mujeres entrevistadas son un ejemplo de cómo las variables contextuales han favorecido, en la mayoría de casos, el desarrollo de una creencia de autoeficacia sólida, y cómo esta les ha permitido involucrarse, desarrollarse y persistir en carreras de ciencias. / There is a low representation of women in natural science, technology, engineering and mathematics [STEM]. This is related to several factors, among which self-efficacy is relevant. Thus, the goal of this research is to analyze how professional women in STEM careers experience the influence of context variables on their self-efficacy, through the exploration of their early family and academic experiences, and current work and maternityrelated experiences. This research applies a qualitative method with a thematic analysis design, which uses semi-structured interviews. The findings reveal that the level of self-efficacy of women in science careers influences the way they experience their context, and at the same time, the experiences of the context have shaped and continue to influence their self-efficacy. It is important to note that the women interviewed are an example of how contextual variables have, in most cases, favored the development of a strong self-efficacy belief, and how this has allowed them to become involved, develop and persist in science careers.

Este es un estudio longitudinal cuyo objetivo pretende identificar si el coaching impacta en la autoeficacia y/o en el bienestar. Para ello, se analiza la diferencia entre los puntajes de ambas escalas aplicadas a clientes de coaching, antes y después de un número de sesiones, en un máximo de seis meses. Veintidós participantes latinoamericanos respondieron a la Escala de Autoeficacia General de Schwarzer & Jerusalem (1995), y la Escala de Florecimiento de Diener (2010). Se encontró una relación significativa entre ambas escalas, y un efecto mediano de la intervención con coaching sobre la autoeficacia y el bienestar. Un análisis cualitativo complementario categorizó algunos elementos que pueden estar impactando en dicho efecto, tales como la influencia de la relación con el coach. Implicancias de estos resultados se asocian con una necesidad de identificar el método de coaching, el número de sesiones, tanto como el tipo de cliente y el diseño de investigación, por lo que se sugiere más estudios longitudinales con poblaciones en ambiente real, con grupo control, determinando el tamaño del efecto, y explorando acerca de los componentes y mecanismos de eficacia del coaching. / This longitudinal study aims to identify if coaching impacts self-efficacy and wellbeing. To do this, the difference between both scoring scales is analyzed over a six-month period. Twenty-two Latin American participants answered the General Self Efficacy Scale elaborated by Schwarzer & Jerusalem (1995) and the Flourishing Scale by Diener (2010). We found a significative relation between both scales, and a medium size effect regarding self-efficacy and wellbeing before and after the coaching intervention. A complementary qualitative analysis categorized some elements that might be impacting the effect such as the working alliance with the coach. Implications of this result point indicate the need to identify the coaching method, number of sessions, characteristics of the client and research design. We suggest more longitudinal studies in a real-world setting, addition of a control group, determining the effect size, and exploring underlying coaching mechanisms. / Tesis

Se establece la relación entre las disposiciones hacia el pensamiento crítico, el desempeño creativo-innovador y la autoeficacia, con la práctica pedagógica de formadores de docentes sanmartinenses. Los participantes fueron 112 formadores de docentes sanmartinenses, (42 mujeres, 70 varones), con rango de edad de 27 a 70 años (M= 48.15; DE=9,96). Se utilizó el UF-EMI [University of Florida-Engagement-Cognitive Madurity-Innovativeness] para medir el nivel de disposiciones hacia el pensamiento crítico, la escala Comportamiento creativo-innovador para medir el nivel del desempeño creativo-innovador, la TSTS [Teachers’ Self-efficacy towards Teaching Thinking Skills Scale] para establecer el nivel de autoeficacia docente y el TTTP [Teachers’ Teaching Thinking Skills Practice Scale] para evaluar la práctica pedagógica. Los resultados evidenciaron diferencias según sexo, centro laboral, experiencia laboral y especialidad. Se encontraron relaciones directas y grandes entre las disposiciones hacia el pensamiento crítico, el desempeño creativo-innovador y la autoeficacia, con la práctica pedagógica. Se propone un modelo que explica el 42% de la varianza de la práctica pedagógica, donde las disposiciones hacia el pensamiento crítico y el desempeño creativo innovador tienen un efecto directo sobre la autoeficacia docente. Se encuentra que la autoeficacia docente media totalmente la relación entre las disposiciones al pensamiento crítico, y parcialmente la relación del desempeño creativo-innovador con las prácticas pedagógicas. Se incluyen recomendaciones para el fortalecimiento de las características personales de las/los docentes formadores, con el fin de mejorar sus prácticas pedagógicas orientadas hacia el desarrollo de las capacidades de pensamiento y orientaciones para políticas públicas que promuevan mejores prácticas en la formación de docentes. / The relationship between dispositions towards critical thinking, creative and innovative performance and self-efficacy, with the teaching practice in teacher trainers from San Martín, is studied. 112 teacher trainers (42 women, 70 men) age-ranged 27-70 (M = 48.15; SD = 9.96) were surveyed. The measures used were UF-EMI [University of Florida-EngagementCognitive Madurity-Innovativeness] for establishing the level of dispositions towards critical thinking, Creative and Innovative Behaviour scale for measuring creative-innovative performance, TSTS [Teachers’ Self-efficacy towards Teaching Thinking Skills Scale] for establishing the level of teacher self-efficacy and TTTP [Teachers’ Teaching Thinking Skills Practice Scale] for assessing teaching practice. Results show differences according to sex, work center, work experience, specialization, extra jobs. Likewise, direct relationships were found between dispositions towards critical thinking, creative-innovative performance and self-efficacy, with teaching practice. A model that explained 42% of the variance of teaching practice is presented, where dispositions towards critical thinking and creative and innovative performance have a direct effect on teacher self-efficacy. In addition, teacher self-efficacy fully mediates the relationship between dispositions toward critical thinking, and partially mediates the relationship between creative and innovative performance and teaching practices. Recommendations on fostering teacher trainers´skills to enhance the teaching practices for the development of thinking skills, as well as the need of public policies to promote better teacher training strategies are proposed. / Tesis

El objetivo del estudio fue establecer la relación, por asociación, entre el uso pedagógico de Facebook, teniendo en cuenta: uso, adopción y propósito, y la autoeficacia docente; considerando estrategias de enseñanza, gestión del aula y participación escolar. Para dicho fin, se construyeron pruebas ad hoc para medir las variables seleccionadas. La muestra fue de 50 docentes de secundaria quienes usan Facebook con fines pedagógicos en siete escuelas públicas de Lima – Perú. Los resultados evidencian la existencia de asociación entre las variables de estudio, mas no entre todas las subvariables. Se discuten los resultados y se plantean líneas de investigación futuras. / Trabajo de investigación

El presente estudio es transversal con diseño correlacional (Hernández-Sampieri & Mendoza, 2018), su objetivo es relacionar procrastinación y autoeficacia en el contexto académico; Participaron 178 universitarios a los que se les administró la Escala de Procrastinación Académica (EPA, Dominguez, Villegas & Centeno, 2014) y la escala de Autoeficacia Percibida para Situaciones Académicas (EAPESA, Dominguez, Villegas, Yauri, Mattos & Ramírez, 2012). Se encontró que las variables presentan correlación, la dimensión Autorregulación académica correlaciona positivamente con Autoeficacia académica (.39); asimismo, la dimensión Postergación de actividades correlaciona negativamente con Autoeficacia (-.23). Se halló también, que existen diferencias en las dos variables al comparar los tres grupos de alumnos por ciclos, los alumnos de ciclos intermedios presentan mayores niveles de postergación de actividades que los que inician estudios y que los que culminan los estudios, asimismo se encuentran diferencias por género; las mujeres presentan mayores niveles de autorregulación académica. / This research is cross-sectional study with correlational design (Hernández-Sampieri & Mendoza, 2018). The objective is to relate procrastination and self-efficacy in the academic context; 178 university students participated and were administered the Academic Procrastination Scale (EPA, Dominguez, Villegas & Centeno, 2014) and the Perceived Self-Efficacy Scale for Academic Situations (EAPESA, Dominguez, Villegas, Yauri, Mattos & Ramírez, 2012). It was found that the variables are correlated, the academic self-regulation correlates positively with academic self-efficacy (.39); specifically, the postponement of activities dimension negatively correlates with self-efficacy (-.23) It was also found that there are differences in the two variables when comparing the three groups of students by semesters, the students of intermediate semesters present higher levels of postponement of activities than those who star studies and those how finish studies, also it was found there are differences between gender; women have higher levels of academic self-regulation. / Tesis

El presente estudio analiza la relación entre las atribuciones causales de éxito y fracaso académico, la autoeficacia y el autorreporte del rendimiento académico en el curso de matemáticas en alumnos pertenecientes a una institución educativa privada de Lima Metropolitana. La muestra estuvo conformada por 198 estudiantes de sexto, séptimo y octavo grado del nivel secundario, los cuales respondieron a la Escala de Atribuciones Causales de Éxito y Fracaso Académico y a la Escala de Fuentes de Autoeficacia en matemáticas. Se encontraron evidencias de validez y confiabilidad de estos instrumentos. Además, se hicieron análisis de correlación y regresiones lineales jerárquicas. Así, se realizaron cinco análisis de regresiones lineales jerárquicas para predecir el rendimiento académico (autorreporte). En todos los casos, en el primer paso se controlaron las variables de sexo, edad, grado y presencia de dificultades en matemáticas. El primer análisis incluyó en el segundo paso, las variables de autoeficacia. El segundo y tercer análisis incluyeron en el segundo paso, las variables de atribuciones causales de éxito y de fracaso, respectivamente. En el cuarto análisis, en el segundo paso, se incluyeron los predictores significativos de las atribuciones causales de éxito y fracaso que salieron como resultados en el segundo y tercer análisis. El quinto análisis, incluyó en el segundo paso, las variables de autoeficacia y de atribuciones causales de éxito y fracaso que resultaron significativas. Los resultados de este quinto y último paso, indicaron que las mujeres tenían mayor rendimiento académico que los hombres y que a mayor el grado de estudios, menor fue el rendimiento académico de los alumnos. Además, las experiencias de dominio (β = .47, p < .001) y la persuasión social (β = .32, p < .001) fueron predictores positivos y significativos del rendimiento académico, mientras que las experiencias vicarias (β = -.15, p < .01), resultaron ser un predictor negativo y significativo del rendimiento académico en matemáticas. / The aim of this study was to examine the relationship between causal attributions of success and failure in academic context, mathematics self-efficacy and self-report of academic achievement in mathematics in students from a private school in Lima. The sample comprised 198 students who were in the sixth, seventh and eighth grade from high school who responded to a Scale of Causal Attributions of Success and Failure in Academic Context and to a Scale of Sources of Self-efficacy in mathematics. Evidence of validity and reliability of these instruments were found. In addition, correlation analysis and hierarchical linear regressions were made. Thus five hierarchical linear regression analyzes were performed to predict academic performance (self-report). In all cases, the first step included the variables of sex, age, grade and presence of difficulties in mathematics. The first analysis included in its second step, self-efficacy variables. The second and third analysis included in its second step, the variables of causal attributions of success and failure, respectively. In the fourth analysis, in its second step, significant predictors of causal attributions of success and failure that came as a result in the second and third analysis were included. The fifth analysis included in its second step, the variables of self-efficacy and causal attributions of success and failure that were significant. The results of the final analysis, indicated that women had higher academic achievement than men in mathematics and that the higher the level of education, the lower the academic performance of students on this signature. In addition, experience domain (β = .47, p <.001) and social persuasion (β = .32, p <.001) were positive and significant predictors of academic performance, while vicarious experiences (β = - .15, p <.01), proved to be a significant negative predictor of academic performance in mathematics.

[pt] Tendo em vista a literatura que discute os desafios enfrentados pelos jovens ao longo da sua trajetória escolar e a influência de determinadas características instituicionais no enfrentamento dessas adversidades, o presente estudo busca conhecer quais as relações que os jovens de escolas públicas e privadas estabelecem com sua escola e com o seu processo de escolarização. Para isso, construímos um questionário com itens que buscavam mensurar a mobilização dos jovens em relação à escola e para a aprendizagem, as suas percepções sobre o clima escolar e a participação discente e, por fim, as suas crenças de autoeficácia acadêmica. O instrumento foi testado e aplicado a uma amostra de 224 jovens de 9 ano do Ensino Fundamental de duas escolas públicas e três escolas privadas localizadas em São Luís (MA) e no Rio de Janeiro (RJ). Posteriormente, o instrumento foi validado a partir da construção de índices que buscaram mensurar alguns aspectos da escola na visão dos jovens. Os resultados do estudo apontam que os alunos das escolas privadas presentes em nossa amostra percebem um clima mais positivo nas suas escolas em quase todas as dimensões analisadas e possuem níveis mais altos de autoeficácia. Por outro lado, os jovens das escolas públicas se sentem mais mobilizados para irem à escola pela aprendizagem e acreditam que participam mais das decisões da escola. Por fim, discute-se até que ponto essas diferenças de percepções encontradas podem interferir na trajetória escolar e de vida dos jovens pesquisados. / [en] Considering the literature that discusses about the challenges faced by adolescents throughout their school life and the influence of some institutional characteristics facing these adversities, this study seeks to understand which relations public and private school students have with their schools and their schooling process. Therefore, we developed a questionnaire with items that could measure the mobilization of youngsters in relation to the school and for learning, such as their perceptions about school climate, student participation and, finally, their beliefs of academic self-efficacy. The questionnaire was tested and applied to a sample of 224 students of the 9th year of schooling from São Luís (MA) and Rio de Janeiro (RJ) from public and private schools. Subsequently, the instrument was validated from the development of indexes that measured some school aspects from the students point of view. The results indicate that the private school students who participated in this study perceive a more positive school climate in almost all analyzed dimensions and have higher levels of self-efficacy. On the other hand, the public school students feel more motivated to go to school due to the learning process and believe they play a more important role in the school decisions. In conclusion, it is discussed how far these differences in perception can interfere in school trajectory and in personal life of the surveyed students.