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Este trabajo persigue dos objetivos. En primer lugar, estudiar el efecto potencial de la percepción del clima escolar por parte de los profesores y de las variables motivacionales de estos relacionadas con los estudiantes en la satisfacción de los profesores con la escuela y el clima motivacional del aula (CMC). En segundo lugar, validar una batería de cuestionarios para evaluar las diferentes variables motivacionales de los docentes relacionadas con los estudiantes: conocimiento motivacional, enfoque de los docentes en las calificaciones y necesidades emocionales de los estudiantes y expectativas. En total, 441 profesores y 5,380 estudiantes de España y Costa Rica participaron en el estudio. Los análisis factoriales confirmatorios mostraron la adecuación de la estructura de cada cuestionario. Además, los resultados de los análisis de correlación y regresión mostraron, en primer lugar, que la percepción del clima escolar, junto con las expectativas de los profesores, son los principales factores que pueden influir en la satisfacción de los profesores con la escuela. En segundo lugar, que el CMC no depende de la satisfacción de los profesores, sino solo de dos componentes del clima escolar, el apoyo mutuo de los profesores y las actitudes de los estudiantes, y de las expectativas de autoeficacia. En ambos análisis de regresión, satisfacción y CMC, se encontraron diferencias transculturales. [ABSTRACT FROM AUTHOR]

Though evidence is not conclusive, motivation to write tends to decline throughout schooling in international research. The role of sex in this tendency is unclear. To identify and compare the motivation for writing of Chilean students from different grade levels and the role of sex, questionnaires addressing two relevant variables of motivation –attitude and self-efficacy perceptions– were applied to a convenience sample of 2160 students from 3rd grade to 11th grade from 5 schools in the Metropolitan region in Chile. Sample means were obtained for each scale, distinguishing the results according to school level and sex. Tests of mean differences, analysis of variance and Tukey test were performed. Pearson correlations between the averages of both scales for each school level were also calculated. Results confirm the international trend, since motivation levels are lower in the higher grades and, comparatively, 3rd and 4th grade show higher averages than the rest of the grades up to 11th grade in the Attitude scale and up to 10th grade in the Selfefficacy scale. On average, females showed better motivation to write than their male peers, with significant differences in grades 3rd and 8th, and grades 9th and 10th on the Attitude scale, and grades 8th and 9th on the Self-efficacy scale. Positive correlations were found between the two variables across all grades. [ABSTRACT FROM AUTHOR]

The purpose of the study was to evaluate the effects of an intervention program to develop social skills, emotional skills, and self-efficacy. And secondarily, to identify strengths and weaknesses of the intervention modality used. The study used a mixed quasi-experimental design of repeated measures pretest-posttest with experimental and control groups. The sample consisted of 40 first-year university students from two careers in the health sciences area. Four evaluation instruments were administered before and after the program. The intervention lasted 11 weeks. The results showed a slight increase in some post-intervention skills that were not statistically significant. However, the qualitative evaluation reveals the acquisition of various learnings. The importance of implementing programs to promote socio-emotional development is discussed and guides on the characteristics that these interventions should have. [ABSTRACT FROM AUTHOR]

Although for the last decade self-efficacy beliefs to translate have been studied by several researchers, it is still necessary to perform further research on this construct, especially from the perspective of translator education (Atkinson and Crezee, 2014; Way, 2009). However, to study the teaching practices that may foster translation students' self-efficacy beliefs or to study how these beliefs can affect students' learning, it is necessary to use valid and reliable instruments that allow researchers to measure selfefficacy beliefs, specifically, to translate. With this general aim, this article presents the Translator's self-efficacy beliefs scale that Haro-Soler (2018a) designed, validated and employed in a quasi-experimental field study performed as part of her doctoral dissertation. Both the Spanish and the English version of this scale are presented here, together with a description of the design and validation process followed. Moreover, the quasiexperimental study where this scale was used is described in the following pages. [ABSTRACT FROM AUTHOR]

The article analyzes the concepts and characteristics of the beliefs of self-efficacy and self-regulation in the students, their link with the teachers' beliefs of self-efficacy from a sociocognitive perspective, the ways in which the latter can influence the formation of the students' beliefs, as well as the conditions that favor or not the development of these, the function and the input they have in the learning process; finally an intervention proposal is presented in order to reorient the educative practices. The objective was to analyze the formal and non-formal training factors associated with the development of self-efficacy beliefs and their involvement in learning processes. The work is product of a qualitative methodological approach that addresses the postgraduate level with teachers of Basic Education, students of the Universidad Pedagógica Nacional (México). Among the findings, it was possible to identify that the successes contribute to generating a feeling of security with the presence of academic autonomy traits and the congruence between the beliefs of self-efficacy and the performance achieved in the classroom; in addition, the ones that do not have self-efficacy beliefs, generate an insecurity feeling that prevents them from being purposeful and innovative. [ABSTRACT FROM AUTHOR]

The teaching process and the success of learning are closely linked to cognitive and motivational factors. The purpose of this study was to test a multilevel model in higher education students on the relationship between the teaching organization and the dimensions of grit and perceived competence. Participated 3033 students, who answered utility dimension inventories and organization, competition and grit. The results show that at the individual level, the organization by the teaching staff focused on the utility and organization is positively related to the student's scream, this relationship being mediated by the perceived competence. The organizational improvement of the teacher generates student achievements through the positive impact on their competence. [ABSTRACT FROM AUTHOR]

Beliefs about one's ability to successfully carry out a specific task (self-efficacy) influence involvement and motivation towards that task. In recent decades, the focus of attention on these beliefs has increased in the area of science education, not only as one of the most consistent predictors of students' real performance, but because of the existence of systematic inequalities regarding boys' and girls' self-efficacy. Although various characteristics of Project Based Learning (PBL) can potentially contribute to the improvement of students' selfefficacy, the evidence on the relationship between the elements of design and the improvement of students' selfefficacy in school science has been little explored. To offer design guidelines, the research presented aims at exploring which characteristics of the inquiry carried out in two variations of "The scientific congress" project can lead to an improvement in self-efficacy of 14-15-year-old participating students in two secondary schools (A and B). A questionnaire was designed and answered by 60 students before and after their participation in the project (10 boys and 16 girls from school A, and 23 boys and 11 girls from school B). Results show that research strategies with different degrees of authenticity in scientific inquiry in school do not necessarily lead to an improvement in science self-efficacy of students in the short term. The article discusses the need to include other complementary strategies to guarantee that both girls and boys can successfully participate in real scientific research experiences. [ABSTRACT FROM AUTHOR]

The current research context recommends employing conscious efforts to cultivate creativity. This study proposes the use of idea sheets and creativity sessions (with a change in one stage), within a contextualized process, to promote the generation of creative ideas. Following a posttest-only experimental design, the students in the experimental group proposed the problem to be solved while the control group solved a problem provided by the facilitator. The results show statistically significant differences in the idea assessment scale in the dimensions novelty, originality, and elaboration in the experimental group with respect to the control group, showing that choosing or searching for a problem to be solved can promote the generation of creative ideas. [ABSTRACT FROM AUTHOR]

The objective was to demonstrate the construction of a university education on gender and interculturality from the socioformative intervention. The research was qualitative with action research design. Through an intentional sampling, a sample of 08 nursing students (04 women and 04 men) from the National University Hermilio Valdizán-Huánuco, 2019 was formed. Data were obtained from a Focus Group and observation guide. Within the results we show differences associated with gender (existence of machismo and social stereotypes) and to minimize this, co-education was necessary. Students were trained to carry out a variety of activities related to cultural diversity for coexistence with human groups of different cultural traditions. And, students developed empowerment of what they learned in class, confidence and self-confidence, in their abilities, in their potential and in the importance of their actions and decisions to positively affect their lives. [ABSTRACT FROM AUTHOR]

This study analyzes the relationships between Argentinean university students' self-efficacy and strategies for handling stress, on meeting both internal and external academic demands. A sample of 126 undergraduate psychology students completed a sociodemographic questionnaire, the General Self-Efficacy Scale and the Coping Strategies Scale. The results indicate that the males have more self-efficacy than the females; the women, in contrast with the men, manage stress by seeking social support. Students who prepare for their exams by forming study groups are also more self-efficacious. Individuals from ages 29 to 58 tend to have higher levels of self-efficacy, turning to religion to manage stress, while individuals from 18 to 22 resort to open emotional expression. [ABSTRACT FROM AUTHOR]

The purpose of the study is to determine the differences in perception of academic self-efficacy, psychological well-being and motivation to academic achievement in college students with high and low academic performance. From a sample of 495 college students 60 were identified with high performance (M = 9.67, SD = .10 grade point average) and 60 underperforming (M = 8.17, SD = .18 grade point average). The results of logistic regression test suggest that academic self-efficacy (OR = 2.52) and motivation to related achievement with expertise (OR = 4.98) are positively associated with the high-performance students' membership, while the psychological well-being in social relations does so negatively. It is concluded that self-efficacy and achievement orientation promote academic achievement and that welfare is not a variable related to this type of performance. [ABSTRACT FROM AUTHOR]

The authors of this paper have examined the relative contribution of personal (gender, emotional state, gender roles attitudes), contextual (perceived social supports and barriers) and cognitive (self-efficacy beliefs, interests, outcome expectations) variables to technological goals in a sample (N=1558) of high school Spanish students. The results of path analysis have provided confirmation for the extension of the Social-Cognitive Career Theory model, indicating that self-efficacy predicted interest, outcome expectations and goals. Additionally, outcome expectations predicted goals and interest. Perceived social support and perceived social barriers were related with self-efficacy, outcome expectations, goals and interest. Finally, there were gender differences in most variables. [ABSTRACT FROM AUTHOR]

The aim of this study was to analyze the predictive power of academic self-efficacy on academic self-concept dimensions in a sample of 860 Chilean students. Logistic regression analysis revealed that the academic self-efficacy was a positive and significant predictor of academic scales (Math, Verbal, and General Academic), not academic (Physical Abilities, Physical Appearance, Relationships with the Opposite Sex, Relationships with the Same Sex, Relationship with Parents, Sincerity-Veracity), and Self- Esteem scale, except for the Emotional Stability scale. The predictive value was stronger in the academic dimensions and self-esteem. [ABSTRACT FROM AUTHOR]

It was analyzed the predictive ability of perceived academic self-efficacy on high academic self-attributions in a sample of 874 adolescents Chilean students. The Escala de Autoeficacia Percibida Específica de Situaciones Académicas (EAPESA) and the Spanish version of Sydney Attribution Scale (SAS) were administrated. Logistic regression analyses revealed that perceived academic self-efficacy was a statistically significant predictor of selfattributions to ability and effort, regardless of the area of knowledge. This predictive relationship was positive in successful situations, and it was negative in failure situations. Academic self-efficacy only significantly predicted self-attributions to external causes in academic success situations in the language area and the total of the scores both language and mathematics. [ABSTRACT FROM AUTHOR]

Self-assessment processes developed by students of early age were studied. Preferably in a quantitative analysis, the relationship of self-efficacy dimensions, self-esteem, self-regulation, language, metacognition and self-evaluation of 305 Chileans who attend nursery schools with various administrative units was examined. Supported by qualitative records of children's speeches six instruments linked to the studied variables (Self-concept test; SRO Test Language Test; Metacognition Scale; Interview and Self-Efficacy Self-Assessment Test) were used. The results indicate that these dimensions were associated with self-assessment with different levels of correlation. All these dimensions considered as independent variables explained 50% of the variability in self-assessment; self-regulation and language are the variables that contribute most. No statistically significant difference between boys and girls was evident. [ABSTRACT FROM AUTHOR]

This study examined the effect of a computing environment that incorporates a module to enable the academic efficacy on goal setting, self-efficacy and learning achievement of elementary students learning to solve problems with fractional numbers, individually and in pairs. The interaction between these variables and the cognitive style, in the field dependence-independence dimension, was explored. 50 fifth graders of a public institution participated in this research. The EFT (Embedded Figures Test) was used to measure cognitive style. Academic achieving was assessed with the computing environment. Similarly, the goals formulated by the student were recorded in the software. Selfefficacy was measured using the MSLQ test. For the treatment of the data, a MANCOVA was performed. Results showed, higher goal setting for students working in pairs, compared to those working individually. Moreover, field independent students set more demanding goals for themselves than their field dependent peers; no significant differences were found for learning achievement between students from different cognitive styles. Regarding efficacy, there were no significant differences between students who interacted individually and in pairs. This way, it is possible to conclude that efficiency modules on the achievement of individual learning; however, self-efficacy was favored equally in individual work and in pairs. [ABSTRACT FROM AUTHOR]

The objective of this research was to characterize students who choose to study any of the undergraduate degree programs offered by the Universidad Autónoma de Chihuahua [Autonomous University of Chihuahua] in terms of the perceived self-efficacy of their academic performance. The sample consisted of 1,187 male college students, with an average age of 18.29 (DE=0.76). The approach adopted for the research was quantitative with a survey-type descriptive design. The results show that the profiles of perceived self-efficacy are very similar for students from different fields of study, and that communication-related behaviors represent an area of opportunity for incoming freshmen. [ABSTRACT FROM AUTHOR]

Objective: This study was intended to determine the predictive factors that influence health-promoting behavior among students at an institution of higher education in Cali (Colombia), using the Pender model. Materials and methods: A descriptive, correlational design was used with a sample of 384 students who were selected at random. The confidence level is 95% (p ≤ .05) and the margin of error, 5%. Health-promoting behavior and bio-psycho-social-cultural factors were the variables. Health-Promoting Lifestyle II was the instrument applied to measure the dependent variable, perceived self-efficacy, perceived state of health and the socio-demographic variables. Results: In all, 50.1% of the students in the sample showed above-average health-promoting behavior. The behavior reinforced in above-average students included spiritual growth (61.7%), interpersonal relations (53.4%) and responsibility in health (50.5%). The below-average behavior deficits were physical activity (46.7%), stress management (46%) and nutrition (49.6%). According to a multiple regression model, the factors that predicted greater variability in Health-Promoting Behavior II were, in order of importance, perceived state of health, self-efficacy and type of family relationship at home (R2 = 11.6%, p < 0,000). Conclusion: These factors were regarded as having minimal impact on students' health-promoting behavior. However, it is recommended they be taken into account when promoting student care. [ABSTRACT FROM AUTHOR]

Taking into account the establishment of the European Higher Education Area, an approach into the self-assessment of information competences by students of Psychology is proposed. Our diagnostic tool is the IL-HUMASS survey, focused on four key dimensions: information search, evaluation, processing and communication-diffusion. The questionnaire also has a three-faceted viewpoint: motivation, self-efficacy and learning habits from the students. We present the results enhancing which are the competences best and worst evaluated by students, in diverse courses; which ones they consider they manage better, which ones they consider as more important; and which seem more difficult for them, regarding understanding and development. In our conclusions we will offer a practical proposal to intervene and help the students in order to improve the weaknesses diagnoses in their information competence. [ABSTRACT FROM AUTHOR]

The objective of this research was to characterize students who select an undergraduate major in physical education, in terms of their perceived self-efficacy in academic performance, by comparing their profile with that of students who select another major. The total sample was 2,089 students with a median age of 18.23 years (standard deviation = 0.74): 902 females and 1,187 males newly enrolled in undergraduate majors offered at the Universidad Autónoma de Chihuahua. The research adopted a quantitative focus with a descriptive design, ex post-facto and transversal. The results obtained from comparing students in physical education with students in other disciplines show that the perceived self-efficacy in academic behaviors is very similar among all of the students. [ABSTRACT FROM AUTHOR]

The objective of this research was to compare the profiles of perceived academic self-efficacy among male and female university students. The total sample was 2,089 individuals: 902 females and 1,187 males who were first-semester undergraduate students at Universidad Autónoma de Chihuahua, with an average age of 18.23 (DE= 0.74). The research had a quantitative focus that employed a descriptive survey. The differences found between men and women with respect to their perception of self-efficacy suggest that on designing any type of intervention that has the objective of improving perceived self-efficacy, the gender variable must be taken into account. Future research projects must replicate these findings in larger samples. [ABSTRACT FROM AUTHOR]

Employability refers to one person's job opportunities taking into account its personal characteristics and social context. Different authors have related employability and self-efficacy. The main objective of this work consists on testing a one-dimensional conception of perceived employability and analysing its relations with self-efficacy in the job-seeking process. Sample was composed by 462 university students and graduates. An Employability Perception Scale and a Job-seeking Self-Efficacy Scale were elaborated. First of them was a one-dimensional scale aimed to evaluate the employability perception of trained persons without professional experience. The second one is a specific scale for the evaluation of job-seeking behaviours self-efficacy trained through universities' professional orientation services. Results show, through exploratory and confirmatory factorial analysis, the one-dimensionality of both scales and a Pearson's correlation between them of .56. [ABSTRACT FROM AUTHOR]

Social cognitive theory has proven useful for predicting academic outcomes in several domains, emphasising the explanatory strength of self-efficacy beliefs. The present study investigates the adjustment of a social cognitive model for Language academic achievement in an Argentinean sample who attended 9th grade. The proposed model included predictors such as Writing Self-efficacy, Language Self-efficacy, Verbal Aptitude, and Mastery Classroom Goal Structures. The results showed adequate model fit and moderate explanatory power of Language grades (R2= .39). Verbal aptitude and writing self-efficacy beliefs contributed directly to explain Language grades. Additionally, mastery goal structures showed a direct and statistically significant contribution to explaining self-efficacy beliefs for Writing and Language, and an indirect but significant path to Language grades. In general, results support the proposed hypothesis and suggest several applications in educational fields. [ABSTRACT FROM AUTHOR]

Objective. To analyze psychosocial factors related with domestic water consumption in Hermosillo, Sonora, a semidesert region in northwestern Mexico. An intentionally selected sample of 198 people (79 men and 119 women) from a higher education institution was used to evaluate the theories of rational action and self-efficacy. Material and Methods. A scale with the psychosocial factors to be analyzed and Likert-type items was applied. Results: The age mean was 35 years old. A positive moderate association was found between the diverse factors, particularly between intention-norm, beliefs-intention, beliefs-self-efficacy, attitude-intention, attitude-self-efficacy, and self-efficacy-intention. Conclusions. Despite the fact that the sample characteristics do not allow results to be generalized, the study shows the usefulness of the psychosocial factors that were analyzed and suggests the possibility of including them in educational programs that promote careful water use at home. [ABSTRACT FROM AUTHOR]

In this paper the relevance of understanding the different meanings of culture in the counseling profession is presented. Two approaches to the concept of culture as they relate to counseling are suggested: the first approach stresses the organisational culture of the institution where the counselor works; the second --the multicultural approach-- calls for the complex recognition of the variety of ethnic cultural backgrounds of those involved in the counseling situation. Professional practices are analysed as means for the reinforcement of present conditions or as ways for changing them. The concepts of empowerment of and advocacy for our clients are put forward as main components in the challenging new roles of the counseling profession. Implications for counselors are suggested. [ABSTRACT FROM AUTHOR]

Objective.- Evaluate and explore expectations about sexual risk behaviors from the theory of self efficiency in high school students. Methodology.- Descriptive study in 57 young students at Colegio de Bachilleres high school in Sinanché, Yucatán, Mexico. A questionnaire was applied with 27 Likert-type items to measure: ability to say "no" to intercourse under different circumstances, perceived ability to ask a partner about his/her previous sexual experience and other risk behaviors such as drug consumption and perceived ability to get and use condoms correctly. Results.- 17.5% claimed to have had sexual relations and 60% used a condom for that event. The ability to get and use condoms showed differences between men and women in terms of safe and correct use of preservatives in all sexual encounters. Self efficiency when insisting on the use of a condom in spite of partner's refusal was greater for women. Refusal to have sex if partner didn't accept the use of a condom showed a very high self efficiency with differences between men and women. [ABSTRACT FROM AUTHOR]