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The impact of self-efficacy beliefs in the writing performance of tenth graders in the english language classroom
dc.contributor.advisor | Cuesta Medina, Liliana Marcela | |
dc.contributor.author | Molina Castro, Juan Carlos Andrés | |
dc.date.accessioned | 2021-03-02T16:36:16Z | |
dc.date.available | 2021-03-02T16:36:16Z | |
dc.date.issued | 2021-02-10 | |
dc.identifier.uri | http://hdl.handle.net/10818/47077 | |
dc.description | 39 páginas | es_CO |
dc.description.abstract | Self-efficacy refers to the person’s belief about his or her own capacity to perform the required behaviors to produce specific and desired outcomes. In other words, self-efficacy is the individual’s judgment about his or her ability to succeed in a particular situation. The main focus of this research is to establish the relationship between tenth graders’ writing self-efficacy beliefs and their actual performance in writing in the English language class. Hence, this investigation studies the extent to which learners who initially indicated low levels of self-efficacy raised their writing self-efficacy beliefs after the implementation of four virtual lessons and four virtual tutorials. Results suggest that the increase in the students’ writing self-efficacy perceptions are the result of continuous learning, practice, and feedback which raised students’ confidence when writing. Nevertheless, the present research does not reveal a directly proportional relationship between writing self-efficacy and students’ performance in writing since those students who showed high levels of efficacy did not reflect it in the writing tasks carried out. This result was obtained after assessing the four tasks with a checklist that I created for each particular activity. In this way, the scores learners had in each production exercise were compared with their responses gotten in the writing self-efficacy scale that students answered before and after the implementation stage. | eng |
dc.description.abstract | La autoeficacia hace referencia a la creencia de la persona sobre su propia capacidad para realizar acciones necesarias para producir resultados específicos y deseados. En otras palabras, la autoeficacia es el juicio del individuo sobre su capacidad para tener éxito en una situación particular. El enfoque principal de esta investigación se enmarca en establecer la relación entre las creencias de autoeficacia en la escritura de los estudiantes de décimo grado y su desempeño real en la escritura en la clase de inglés. Por lo tanto, esta investigación analiza hasta qué punto los estudiantes que inicialmente indicaron bajos niveles de autoeficacia elevaban sus creencias de autoeficacia en la escritura después de la implementación de cuatro lecciones y cuatro tutorías virtuales. Los resultados sugieren que el aumento en las percepciones de autoeficacia de los estudiantes en la escritura es el resultado del aprendizaje, la práctica y la retroalimentación continuos, como factores que aumentaron la confianza de los estudiantes al escribir. Sin embargo, la presente investigación no revela una relación directamente proporcional entre la autoeficacia y el desempeño de los estudiantes en la escritura, ya que aquellos estudiantes que mostraron altos niveles de eficacia no lo reflejaron en las tareas de escritura realizadas. Este resultado se obtuvo después de evaluar las cuatro tareas con una lista de verificación que se creó para cada actividad en particular. De esta forma, se compararon los puntajes que obtuvieron los estudiantes en cada ejercicio de producción con sus respuestas obtenidas en la escala de autoeficacia escrita que los estudiantes respondieron antes y después de la etapa de implementación. | spa |
dc.format | application/pdf | es_CO |
dc.language.iso | eng | es_CO |
dc.publisher | Universidad de La Sabana | es_CO |
dc.rights | Attribution-NonCommercial-NoDerivatives 4.0 Internacional | * |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/4.0/ | * |
dc.title | The impact of self-efficacy beliefs in the writing performance of tenth graders in the english language classroom | es_CO |
dc.type | masterThesis | es_CO |
dc.identifier.local | 280911 | |
dc.identifier.local | TE11178 | |
dc.type.hasVersion | publishedVersion | es_CO |
dc.rights.accessRights | restrictedAccess | es_CO |
dc.subject.armarc | Autoeficacia | spa |
dc.subject.armarc | Escritura | spa |
dc.subject.armarc | Aptitud pedagógica | spa |
dc.subject.armarc | Aprendizaje | spa |
dc.subject.armarc | Planificación educativa | spa |
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thesis.degree.discipline | Facultad de Educación | es_CO |
thesis.degree.level | Maestría en Didáctica del Inglés para el Aprendizaje Autodirigido (Virtual) | es_CO |
thesis.degree.name | Magíster en Didáctica del Inglés para el Aprendizaje Autodirigido | es_CO |