Students and teachers self-efficacy beliefs An inseparable link? Proposals for intervention.

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Published Jun 22, 2022
DOI https://doi.org/10.29035/ucmaule.62.106

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Roxana Lilian Arreola Rico
Universidad Pedagógica Nacional
http://orcid.org/0000-0002-3779-1788

Abstract

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-effi- cacy 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 pro- cess; 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.



Article Details

Issue
No 62 (2022): UCMaule
Section
Estudios
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How to Cite
Arreola Rico, R. (2022). Students and teachers self-efficacy beliefs. UCMaule, (62), 106-131. https://doi.org/10.29035/ucmaule.62.106

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