Mostrar el registro sencillo del ítem

dc.contributor.advisorLópez Vargas, Omarspa
dc.contributor.authorBermúdez Martínez, Mario Albertospa
dc.contributor.authorGutiérrez Acosta, Daniel Edison Jairspa
dc.date.accessioned2019-10-15T16:26:31Z
dc.date.available2019-10-15T16:26:31Z
dc.date.issued2019
dc.identifier.otherTO-23461
dc.identifier.urihttp://hdl.handle.net/20.500.12209/10716
dc.description.abstractEste documento corresponde a una tesis de grado de maestría en Tecnologías de la Información Aplicadas a la Educación, que estudia la influencia de un andamiaje de autoeficacia sobre el logro de aprendizaje y la eficacia personal a través de un videojuego en estudiantes de grado sexto con diferente estilo cognitivo en la dimensión dependencia-Independencia de Campo.spa
dc.formatPDFspa
dc.format.mimetypeapplication/pdfspa
dc.language.isospa
dc.publisherUniversidad Pedagógica Nacionalspa
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subjectAutoeficacia académicaspa
dc.subjectAndamiaje motivacionalspa
dc.subjectLogro de aprendizajespa
dc.subjectEstilos cognitivos y videjuegosspa
dc.titleInfluencia de un andamiaje de autoeficacia sobre el logro de aprendizaje y la eficacia personal en estudiantes con diferente estilo cognitivo a través de un videojuego.spa
dc.publisher.programMaestría en Tecnologías de la Información aplicadas a la Educaciónspa
dc.rights.accessAcceso abiertospa
dc.type.hasVersioninfo:eu-repo/semantics/acceptedVersion
dc.rights.accessrightsinfo:eu-repo/semantics/openAccess
dc.rights.accessrightshttp://purl.org/coar/access_right/c_abf2
dc.relation.referencesAron, A., Aron, E., & Rubinstein, D. (2001). Estadística para psicología. Pearson Education Buenos Aires.
dc.relation.referencesAzevedo, R., & Cromley, J. G. (2004). Does training on self-regulated learning facilitate students’ learning with hypermedia? Journal of Educational Psychology, 96(3), 523.
dc.relation.referencesBandura, A. (1995). Self-efficacy in Changing Societies. New York: Cambridge university press.
dc.relation.referencesBandura, A. (1997). Self-efficacy: The exercise of control. New York: Macmillan.
dc.relation.referencesBandura, A., & Cervone, D. (1986). Differential engagement of self-reactive influences in cognitive motivation. Organizational Behavior and Human Decision Processes, 38(1), 92–113. https://doi.org/10.1016/0749-5978(86)90028-2
dc.relation.referencesBandura, A., Pastorelli, C., Barbaranelli, C., & Caprara, G. V. (1999). Self-efficacy pathways to childhood depression. Journal of Personality and Social Psychology, 76(2), 258–269. https://doi.org/10.1037/0022-3514.76.2.258
dc.relation.referencesBelland, B. R., Kim, C., & Hannafin, M. J. (2014). A Framework for Designing Scaffolds That Improve Motivation and Cognition A Framework for Designing Scaffolds That Improve Motivation and Cognition. Educational Psychologist, (February), 37–41. https://doi.org/10.1080/00461520.2013.838920
dc.relation.referencesBernacki, M., Aguilar, A., & Byrnes, J. (2011). Self-regulated learning and technology enhanced learning environments: An opportunity-propensity analysis. In Fostering self-regulated learning through ICT (pp. 1–26).
dc.relation.referencesBernacki, M. L., Nokes-Malach, T. J., & Aleven, V. (2015). Examining self-efficacy during learning: variability and relations to behavior, performance, and learning. Metacognition and Learning, 10(1), 99–117. https://doi.org/10.1007/s11409-014-9127-x
dc.relation.referencesBerns, A., & Valero-Franco, C. (2013). Videogame-like Applications to Enhance Autonomous Learning. 20 Years of EUROCALL: Learning from the Past, Looking to the Future, (2013), 38–44. https://doi.org/10.14705/rpnet.2013.000136
dc.relation.referencesBetz, N. E., & Hackett, G. (1983). The relationship of mathematics self-efficacy expectations to the selection of science-based college majors. Journal of Vocational Behavior, 23(3), 329–345. https://doi.org/10.1016/0001-8791(83)90046-5
dc.relation.referencesCalderín, C. M., & Csoban, E. (2009). Elementos para un programa de alfabetización informacional: La autoeficacia hacia el uso de la computadora. Biblios, (37). Retrieved from http://www.redalyc.org/html/161/16119333001/
dc.relation.referencesCampos, C. Y. (2003). Estrategias didácticas apoyadas en la tecnología. Hacia Una Didáctica de La Matemática En La Educación Secundaria, 1–12. Retrieved from http://bibliotecadigital.conevyt.org.mx/colecciones/documentos/somece/77.pdf
dc.relation.referencesCarvajal, G., & Rojas, P. (2014). El videojuego como agente motivador en el aprendizaje de las matemáticas. Revista Grafías, 45–55.
dc.relation.referencesCastro, S. (2006). Los estilos de aprendizaje en la enseñanza y el aprendizaje : Una propuesta para su implementación The styles of learning in the education and learning : A proposal for its implementation, 83–102.
dc.relation.referencesChemers, M. M., Hu, L., & Garcia, B. F. (2001). Academic self-efficacy and first year college student performance and adjustment. Journal of Educational Psychology, 93(1), 55–64. https://doi.org/10.1037//0022-0663.93.1.55
dc.relation.referencesChen, G., Gully, S., & Eden, D. (2001). Validation of a New General Self-Efficacy Scale. Organizational Research Methods, 4(1), 62–83. https://doi.org/10.1177/109442810141004
dc.relation.referencesChen, L., Hsiao, B., Chern, C., & Chen, H. (2014). Affective mechanisms linking Internet use to learning performance in high school students: A moderated mediation study. Computers in Human Behavior, 35, 431–443. https://doi.org/10.1016/j.chb.2014.03.025
dc.relation.referencesChou, H.-W. (2001). Influences of cognitive style and training method on training effectiveness. Computers & Education, 37(1), 11–25. https://doi.org/https://doi.org/10.1016/S0360-1315(01)00028-8
dc.relation.referencesChung, G. K. W. K., Kilchan Choi, Baker, E. L., & Cai, L. (2014). The Effects of Math Video Games on Learning: a randomized evaluation study with innovative impact estimation techniques. CRESST Report, (August).
dc.relation.referencesCortés, Z. J. C., Guerrero, M. L., Morales, O. C., & Pedroza, C. L. (2014). Tecnologías de la Información y la Comunicación (TIC): Aplicaciones Tecnológicas para el Aprendizaje de las Matemáticas. UNION. Revista Iberoamericana de Educación Matematica, 39, 141–161.
dc.relation.referencesDelgado, M. (2014). La educación básica y media en Colombia: retos en equidad y calidad. Los Desafíos de Educación Preescolar, Básica y Media En América Latina, 123.
dc.relation.referencesDoyle, D., & Brown, F. W. (2000). Using a business simulation to teach applied skills – the benefits and the challenges of using student teams from multiple countries. Journal of European Industrial Training, 24(6), 330–336. https://doi.org/10.1108/03090590010373316
dc.relation.referencesDwyer, F., & Moore, D. (1994). The effect of colour coding and test type (visual/verbal) on students identified as possessing different field dependence levels. British Journal of Educational Technology, 25(3), 217–219. https://doi.org/10.1111/j.1467-8535.1994.tb00108.x
dc.relation.referencesEichenbaum, A., Bavelier, D., & Green, C. . (2014). Play That Can Do Serious Good. American Journal of Play, 7(1), 50–72.
dc.relation.referencesGerhardt, M. W., & Brown, K. G. (2006). Individual differences in self-efficacy development: The effects of goal orientation and affectivity. Learning and Individual Differences, 16(1), 43–59. https://doi.org/https://doi.org/10.1016/j.lindif.2005.06.006
dc.relation.referencesGros, S. B. (2000). La dimensión socioeducativa de los videojuegos. Revista Electrónica de Tecnología Educativa, 2000(Num. 12 / junio 00), 11.
dc.relation.referencesHarter, S. (1992). Visions of Self: Beyond the Me in the Mirror. In Nebraska Sumposium on Motivation (pp. 4099–4144).
dc.relation.referencesHederich, C. (2004). Estilo cognitivo en la dimensión de Independencia-Dependencia de Campo – Influencias culturales e implicaciones para la educación-. Universidad Autónoma de Barcelona.
dc.relation.referencesHederich, M. C. (2007). Estilo cognitivo en la dimensión de dependencia independencia de campo. Influencias culturales e implicaciones para la educación. Universidad Pedagógica Nacional. Bogotá.
dc.relation.referencesHeyne, K., Pavlas, D., Salas, E., Lazzara, E., & Bedwell, W. (2012). Game-based Learning: The Impact of Flow State and Videogame Self-efficacy. Proceedings of the Human Factors and Ergonomics Society Annual Meeting, 54(28), 2398–2402. https://doi.org/10.1177/154193121005402808
dc.relation.referencesHodges, C. (2008). Self-efficacy in the context of online learning environments: A review of the literature and directions for research. Performance Improvement Quarterly, 20(3/4), 7. https://doi.org/10.1002/piq.20001
dc.relation.referencesIcfes. (2017). Informe nacional de resultados Colombia en PISA 2015.
dc.relation.referencesJan, S. K. (2015). The Relationships Between Academic Self-Efficacy, Computer Self-Efficacy, Prior Experience, and Satisfaction With Online Learning. American Journal of Distance Education, 29(1), 30–40. https://doi.org/10.1080/08923647.2015.994366
dc.relation.referencesJiménez-Palacios, R., & Cuenca López, J. (2015). El uso didáctico de los videojuegos. Concepciones e ideas de futuros docentes de ciencias sociales. CLIO. History and History Teaching, (41), 44.
dc.relation.referencesJoo, Y., Bong, M., & Choi, H. (2000). Self-efficacy for self-regulated learning, academic self-efficacy, and internet self-efficacy in web-based instruction. Educational Technology Research and Development, 48(2), 5–17. https://doi.org/10.1007/BF02313398
dc.relation.referencesKim, C., & Hodges, C. (2012). Effects of an emotion control treatment on academic emotions, motivation and achievement in an online mathematics course. Instructional Science, 40(1), 173–192. https://doi.org/10.1007/s11251-011-9165-6
dc.relation.referencesKranzler, J., & Pajares, F. (1997). An Exploratory Factor Analysis of the Mathematics Self-Efficacy Scale Revised (MSES-R). Measurement and Evaluation in Counseling and Development, 29(2), 215–228.
dc.relation.referencesLeader, L. F., & Klein, J. D. (1996). The effects of search tool type and cognitive style on performance during hypermedia database searches. Educational Technology Research and Development, 44(2), 5–15. https://doi.org/10.1007/BF02300537
dc.relation.referencesLee, J. E., Huang, C., Pope, Z., & Gao, Z. (2015). Integration of Active Video Games in Extracurricular Activity at Schools. JTRM in Kinesiology, 1–10.
dc.relation.referencesLent, R. W., Lopez, F. G., & Bieschke, K. J. (1991). Mathematics Self-Efficacy: Sources and Relation to Science-Based Career Choice. Journal of Counseling Psychology, 38(4), 424–430. https://doi.org/10.1037/0022-0167.38.4.424
dc.relation.referencesLepper, M. R., & Woolverton, M. (2002). The wisdom of practice: Lessons learned from the study of highly effective tutors. Improving Academic Achievement: Impact of Psychological Factors on Education, 135–158.
dc.relation.referencesLim, C. K. (2001). Computer self‐efficacy, academic self‐concept, and other predictors of satisfaction and future participation of adult distance learners. American Journal of Distance Education, 15(2), 41–51. https://doi.org/10.1080/08923640109527083
dc.relation.referencesLopez, O. (2010). Aprendizaje autorregulado, estilo cognitivo y logro académico en ambientes computacionales (Disertación Doctoral, Tesis doctoral inédita. Bogotá, Colombia: Universidad Pedagógica Nacional.
dc.relation.referencesLópez, O. (2010). Aprendizaje autorregulado, estilo cognitivo y logro académico en ambientes computacionales. Universidad Pedagogica Nacional.
dc.relation.referencesLópez, O., Hederich, C., & Camargo, A. (2011). Estilo cognitivo y logro académico. Educación y Educadores, 14(1), 67–82.
dc.relation.referencesLópez, O., Hederich, C., & Camargo, Á. (2012). Logro de aprendizaje en ambientes hipermediales: andamiaje autorregulador y estilo cognitivo. Revista Latinoamericana de Psicología, 16.
dc.relation.referencesLópez, O., Ibáñez, J., & Chiguasuque, E. (2014). El estilo cognitivo y la fijación de metas de aprendizaje en ambientes computacionales 1 Cognitive Style and Learning Goals Setting in Computational Environments O estilo cognitivo e a fixação de metas de aprendizagem em ambientes computacionais. Pensamiento Psicológico, 12(1), 133–148. https://doi.org/10.11144/Javerianacali.PPSI12-1.ecfm
dc.relation.referencesLópez, O., Sanabria, L., & Sanabria, M. (2014). Logro de aprendizaje en ambientes computacionales : Autoeficacia , metas y estilo cognitivo, 31.
dc.relation.referencesLópez, O., & Triana, S. (2013). Efecto de un activador computacional de autoeficacia sobre el logro de aprendizaje en estudiantes de diferente estilo cognitivo. Revista Colombiana de Educación, 64(1), 225–244.
dc.relation.referencesLópez, O., & Valencia, N. (2012). Diferencias individuales en el desarrollo de la autoeficacia y el logro académico: el efecto de un andamiaje computacional. Acta Colombiana de Psicología, 15(11), 29–41.
dc.relation.referencesLozano Rodríguez, A. (2000). Estilos de aprendizaje y enseñanza : un panorama de la estilística educativa.
dc.relation.referencesMalone, T. W. (1987). Making learning fun: A taxonomic model of intrinsic motivations for learning. Conative and Affective Process Analysis.
dc.relation.referencesMertler, C. A., & Vannatta, R. R. (2017). Advanced and multivariate statistical methods: Practical application and interpretation. Routledge.
dc.relation.referencesMoos, D. C., & Azevedo, R. (2009). Self-efficacy and prior domain knowledge: To what extent does monitoring mediate their relationship with hypermedia learning? Metacognition and Learning, 4(3), 197–216. https://doi.org/10.1007/s11409-009-9045-5
dc.relation.referencesNelson, B. C., & Ketelhut, D. J. (2008). Exploring embedded guidance and self-efficacy in educational multi-user virtual environments. International Journal of Computer-Supported Collaborative Learning, 3(4), 413–427. https://doi.org/10.1007/s11412-008-9049-1
dc.relation.referencesOrvis, K. A., Horn, D. B., & Belanich, J. (2008). The roles of task difficulty and prior videogame experience on performance and motivation in instructional videogames. Computers in Human Behavior, 24(5), 2415–2433. https://doi.org/10.1016/j.chb.2008.02.016
dc.relation.referencesOrvis, K. A., Orvis, K. L., Belanich, J., & Mullin, L. N. (2007). The influence of trainee gaming experience on affective and motivational learner outcomes of videogame-based training environments. Computer Games and Team and Individual Learning, 125–143.
dc.relation.referencesOwen, S., & Froman, R. (1988). Development of a college academic self-efficacy scale. Paper Presented at the Annual Meeting of the National Council on Measurement in Education (New Orleans, LA, April 6-8, 1988).
dc.relation.referencesPaula, B. H. De, & Valente, J. A. (2015). Jogos digitais e educação: uma possibilidade de mudança da abordagem pedagógica no ensino formal. Revista Ibero-Americana de Educação, 70, 9–28.
dc.relation.referencesPérez, L. (2015). Estilos cognitivos y rendimiento académico en estudintes del programa de fomración complementaria de unna institución educativa del departamento de antioquia. Repositorio Institucional Universidad de Manizales., 32. Retrieved from http://ridum.umanizales.edu.co:8080/xmlui/handle/6789/2016
dc.relation.referencesPintrich, P., Smith, D., Garcia, T., & McKeachie, W. (1991). A manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ). Ann Arbor. Michigan, 48109, 1259. https://doi.org/ED338122
dc.relation.referencesPlant, A., Baylor, A., Doerr, C., & Rosenberg-Kima, R. (2009). Changing middle-school students’ attitudes and performance regarding engineering with computer-based social models. Computers and Education, 53(2), 209–215. https://doi.org/10.1016/j.compedu.2009.01.013
dc.relation.referencesPretelínn-Ricárdez, A., & Sacristán, A. I. (2015). Videogame construction by engineering students for understanding modelling processes: The case of simulating water behaviour. Informatics in Education, 14(2), 265–277. https://doi.org/10.15388/infedu.2015.15
dc.relation.referencesPuzziferro, M. (2008). Online Technologies Self-Efficacy and Self-Regulated Learning as Predictors of Final Grade and Satisfaction in College-Level Online Courses. American Journal of Distance Education, 22(2), 72–89. https://doi.org/10.1080/08923640802039024
dc.relation.referencesRamirez, J. (2018). Ambiente de aprendizaje computacional y su influencia en la autoeficacia, carga cognitiva, logro de aprendizaje y estilo cognitivo en al dimensión DIC. Universidad Pedagógica Nacional.
dc.relation.referencesRico-García, M. M., & Agudo Garzón, J. E. (2015). Aprendizaje móvil de inglés mediante juegos de espías en Educación Secundaria. RIED. Revista Iberoamericana de Educación a Distancia, 19(1), 121–139. https://doi.org/10.5944/ried.19.1.14893
dc.relation.referencesSchunk, D. H. (1991). Self-Efficacy and Academic Motivation. Educational Psychologist, 26(3–4), 207–231. https://doi.org/10.1080/00461520.1991.9653133
dc.relation.referencesSchunk, D., & Pajares, F. (2002). The development of academic self-efficacy. Development of Achievement Motivation, 1446, 15–31. https://doi.org/10.1016/b978-012750053-9/50003-6
dc.relation.referencesSchwarzer, R., & Jerusalem, M. (1995). General Self-efficacy Scale. Measures in Health Psychology: A User’s Portfolio. Causal and Control Beliefs, (2008), 35–37. https://doi.org/10.1037/t00393-000
dc.relation.referencesShapka, J. D., & Ferrari, M. (2003). Computer-related attitudes and actions of teacher candidates. Computers in Human Behavior, 19(3), 319–334.
dc.relation.referencesShea, P., & Bidjerano, T. (2010). Learning presence: Towards a theory of self-efficacy, self-regulation, and the development of a communities of inquiry in online and blended learning environments. Computers and Education, 55(4), 1721–1731. https://doi.org/10.1016/j.compedu.2010.07.017
dc.relation.referencesShen, D., Cho, M. H., Tsai, C. L., & Marra, R. (2013). Unpacking online learning experiences: Online learning self-efficacy and learning satisfaction. Internet and Higher Education, 19, 10–17. https://doi.org/10.1016/j.iheduc.2013.04.001
dc.relation.referencesSherer, M., & Maddux, J. (1982). The self-efficacy scale-construction and validation. Psychological Reports, 51, 663–671. https://doi.org/10.2466/pr0.1982.51.2.663
dc.relation.referencesShunk, D., & Zimmerman, B. (1997). Social origins of self-regulatory competence, 195–208.
dc.relation.referencesSins, P., van Joolingen, W., Savelsbergh, E., & van Hout-Wolters, B. (2008). Motivation and performance within a collaborative computer-based modeling task: Relations between students’ achievement goal orientation, self-efficacy, cognitive processing, and achievement. Contemporary Educational Psychology, 33(1), 58–77. https://doi.org/10.1016/j.cedpsych.2006.12.004
dc.relation.referencesTennant, M. (2017). Psychology and Adult Learning. Routledge.
dc.relation.referencesTinajero, C., & Páramo, M. F. (1998). Field dependence — independence and strategic learning, 29, 251–262.
dc.relation.referencesToering, T., Elferink-gemser, M. T., Jonker, L., & Heuvelen, M. J. G. Van. (2012). Measuring self-regulation in a learning context : Reliability and validity of the Self-Regulation of Learning Self-Report Scale ( SRL-SRS ), 10(1), 24–38.
dc.relation.referencesTsai, C., Chuang, S., Liang, J., & Tsai, M. (2011). Self-efficacy in internet-based learning environments: A literature review. Educational Technology and Society, 14(4), 222–240.
dc.relation.referencesUsher, E. L., & Pajares, F. (2008). Sources of Self-Efficacy in School: Critical Review of the Literature and Future Directions. Review of Educational Research, 78(4), 751–796. https://doi.org/10.3102/0034654308321456
dc.relation.referencesUsher, E. L., & Pajares, F. (2009). Sources of self-efficacy in mathematics: A validation study. Contemporary Educational Psychology, 34(1), 89–101. https://doi.org/10.1016/j.cedpsych.2008.09.002
dc.relation.referencesValencia-vallejo, N., López-Vargas, O., & Sanabria-Rodríguez, L. (2016). Self-Efficacy in Computer-Based Learning Environments : A Bibliometric Analysis *. Departamento De Tecnología Nacional, Universidad Pedagógica Nacional, 1839–1857. https://doi.org/10.4236/psych.2016.714170
dc.relation.referencesValencia-Vallejo, N., López-Vargas, O., & Sanabria-Rodríguez, L. (2018). Effect of Motivational Scaffolding on E-Learning Environments: Self-Efficacy, Learning Achievement, and Cognitive Style. Journal of Educators Online, 15(1). https://doi.org/10.9743/jeo2018.15.1.5
dc.relation.referencesValencia, N. (2018). Autoeficacia académica, capacidad metacognitiva, logro de aprendizaje y estilo cognitivo en ambientes e-learning. Universidad Pedagógica Nacional.
dc.relation.referencesVendlinski, T., Chung, G., Binning, K., & Buschang, R. E. (2011). Teaching Rational Number Addition Using Video Games: The Effects of Instructional Variation. Educational Research, 3. Retrieved from http://www.eric.ed.gov/PDFS/ED527531.pdf
dc.relation.referencesWang, S.-L., & Lin, S. S. J. (2007). The effects of group composition of self-efficacy and collective efficacy on computer-supported collaborative learning. Computers in Human Behavior, 23(5), 2256–2268.
dc.relation.referencesZimmerman, B. J., Bonner, S., & Kovach, R. (1996). Developing self-regulated learners: Beyond achievement to self-efficacy. American Psychological Association.
dc.publisher.facultyFacultad de Ciencia y Tecnologíaspa
dc.type.localTesis/Trabajo de grado - Monografía - Maestríaspa
dc.type.coarhttp://purl.org/coar/resource_type/c_bdcceng
dc.description.degreenameMagister en Tecnologías de la Información aplicadas a la Educaciónspa
dc.description.degreelevelMaestríaspa
dc.type.driverinfo:eu-repo/semantics/masterThesiseng
dc.identifier.instnameinstname:Universidad Pedagógica Nacionalspa
dc.identifier.reponamereponame: Repositorio Institucional UPNspa
dc.identifier.repourlrepourl: http://repositorio.pedagogica.edu.co/
dc.type.versioninfo:eu-repo/semantics/acceptedVersion
dc.type.versionhttp://purl.org/coar/version/c_ab4af688f83e57aa
dc.rights.creativecommonsAttribution-NonCommercial-NoDerivatives 4.0 International


Ficheros en el ítem

Thumbnail

Este ítem aparece en la(s) siguiente(s) colección(ones)

Mostrar el registro sencillo del ítem

https://creativecommons.org/licenses/by-nc-nd/4.0/
Excepto si se señala otra cosa, la licencia del ítem se describe como https://creativecommons.org/licenses/by-nc-nd/4.0/