Capacidad predictiva de la autoeficacia académica sobre las dimensiones del autoconcepto en una muestra de adolescentes chilenos

Bibliographic References

• Arens, A., Craven, R., Yeung, A. y Hasselhorn, M. (2011). The twofold multidimensionality of academic self-concept: Domain specifi city and separation between competence and affect components. Journal of Educational Psychology, 103(4), 970-981. doi: 10.1037/a0025047
• Bandura, A. (1977). Self-efficacy: Towards a unifying theory of behavioral change. Psychological Review, 2(84), 191-215. doi: 10.1037/0033-295X.84.2.191
• Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 2(37), 122-147. doi: 10.1037/0003-066X.37.2.122
• Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
• Bandura, A. (1992). Exercise of personal agency through the self-effi cacy mechanism. En R. Schwarzer (Ed.), Self-effi cacy: Thought control of action (pp. 3-38). Washington, D. C.: Hemisphere.
• Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
• Bandura, A., Barbaranelli, C., Caprara, G. y Pastorelli, C. (1996). Multifaceted impact of self-efficacy beliefs on academic functioning. Child Development, 67, 1206-1222. doi: 10.1111/j.1467-8624.1996.tb01791.x
• Bandura, A. y Locke, E. A. (2003). Negative self-effi cacy and goal effects revisited. Journal of Applied Psychology, 88(1), 87-99. doi: 10.1037/0021-9010.88.1.87
• Bandura, A., Pastorelli, C., Barbaranelli, C., y Caprara, G. V. (1999). Self-efficacy pathways to childhood depression. Journal of Personality and Social Psychology, 76, 258-269. doi: 10.1037/0022-3514.76.2.258
• Blanco Blanco, A. (2010). Creencias de autoeficacia en estudiantes universitarios: Un estudio empírico sobre la especifi cidad del constructo. RELIEVE, 16(1), 1-28.
• Blanco, H., Ornelas, M., Aguirre, J. F. y Guedea, J. C. (2012). Autoefi cacia percibida en conductas académicas. Diferencias entre hombres y mujeres. Revista Mexicana de Investigación Educativa, 17(53), 55-59.
• Bong, M. y Clark, R. E. (1999). Comparison between self-concept and self-effi cacy in academic motivation research. Educational Psychologist, 34(3), 139-153. doi: 10.1207/s15326985ep3403_1
• Bong, M. y Skaalvik, E. (2003). Academic self-concept and self-efficacy: How different are they really?. Educational Psychology Review, 15(1), 1–40. doi: 10.1023/A: 1021302408382
• Britner, S. L., y Pajares, F. (2006). Sources of science self-efficacy beliefs of middle school students. Journal of Research in Science Teaching, 43, 485–499. doi: 10.1002/tea.20131
• Caprara, G. V., Vecchione, M., Alessandri, G., Gerbino, M. y Barbaranelli, C. (2011). The contribution of personality traits and self-effi cacy beliefs to academic achievement: A longitudinal study. British Journal of Educational Psychology, 81(1), 78–96. doi: 10.1348/2044-8279.002004
• Carrasco. M. A. y del Barrio, M. V. (2002). Evaluación de la autoefi cacia en niños y adolescentes. Psicothema, 14, 323-332.
• Choi, N. (2005). Self-effi cacy and self-concept as predictors of college students’ academic performance. Psychology in the Schools, 42, 197–205. doi: 10.1002/ pits.20048
• Contreras, F., Espinosa, J., Esguerra, G., Haikal, A., Polanía, A. y Rodríguez, A. (2005). Autoefi cacia, ansiedad y rendimiento académico en adolescentes. Diversitas, 1(2), 183-194.
• De Maris, A. (2003). Logistic regression. En J. A. Schinka y W. F. Velicer (Eds.), Research methods in psychology (pp. 509-532). Nueva Jersey: John Wiley & Sons.
• De Souza, L. F. N. I. y de Brito, M. R. F. (2008). Crenças de auto-efi cácia, autoconceito e desempenho em matemática. Estudos de Psicologia, 25(2), 193-201. doi: 10.1590/S0103-166X2008000200004
• Ellis, L. A., Marsh, H. W. y Richards, G. E. (2002). A brief version of the Self-Description Questionnaire II. Self-concept Enhancement and Learning Facilitation (SELF) Research Centre International Conference, Sydney, 6-8 August, 2002. En R. G. Craven, H. W. Marsh, y K. B. Simpson (Eds.), Self-concept research: Driving international research agendas. Bankstown, Australia: University of Western Sydney.
• Esnaola, I., Goñi, A. y Madariaga, J. M. (2008). El autoconcepto: Perspectivas de investigación. Revista de Psicodidáctica, 13(1), 179-194.
• Ferla, J., Valcke, M. y Cai, Y. (2009). Academic self-effi cacy and academic selfconcept: Reconsidering structural relationships. Learning and Individual Differences, 19(4), 499–505. doi: 10.1016/j.lindif.2009.05.004
• Gadermann, A.M., Guhn, M. y Zumbo, D. (2012). Estimating ordinal reliability for likert-tipe and ordinal item response data: A conceptual, empirical, and practical guide. Practical Assessment, Research & Evaluation, 17(3), 1-13.
• Galicia-Moyeda, I. X., Sánchez-Velasco, A. y Robles-Ojeda, F. J. (2013). Autoeficacia en escolares adolescentes: Su relación con la depresión, el rendimiento académico y las relaciones familiares. Anales de Psicología, 29(2), 491-500. doi: 10.6018/analesps.29.2.124691
• Gallagher, M. (2012). Self-effi cacy. En V. Ramachandran (Ed.), Encyclopedia of human behavior, Vol. 2. (pp. 314–320). Oxford, UK: Elsevier.
• Garaigordobil, M. y Berrueco, L. (2007). Autoconcepto en niños y niñas de 5 años: Relaciones con inteligencia, madurez neuropsicológica, creatividad, altruismo y empatía. Infancia y Aprendizaje, 30(4), 551-564. doi:10.1174/021037007782334337
• García-Fernández, J. M., Inglés, C. J., Torregrosa, M. S., Ruiz-Esteban, C., DíazHerrero, A., Pérez-Fernández, E. et al. (2010). Propiedades psicométricas de la Escala de Autoeficacia Percibida Específica de Situaciones académicas en una muestra de estudiantes españoles de Educación Secundaria Obligatoria. European Journal of Educational Psychology, 3(1), 61-74. doi: 10.1989/ejep.v3i1.46
• Inglés, C. J., Pastor, Y., Torregrosa, M. S., Redondo, J. y García-Fernández, J. M. (2009). Diferencias en función del género y el curso académico en dimensiones del autoconcepto: Estudio con una muestra de adolescentes españoles. Anuario de Psicología, 40(2), 271-288.
• Inglés, C. J., Torregrosa, M. S., Hidalgo, M. D., Núñez, J. C., Castejón, J. L., GarcíaFernández, J. M. et al. (2012). Validity evidence based on internal structure of scores on the Spanish version of the Self-Description Questionnaire-II. The Spanish Journal of Psychology, 15, 388-398. doi: 10.5209/rev_.2012.v15.n1.37345
• Leach, L. F., Henson, R. K., Odom, L. R. y Cagle, L. S. (2006). A reliability generalization study of the Self-Description Questionnaire. Educational and Psychological Measurement, 66, 285-304. doi:10.1177/0013164405284030
• Lee, J. (2009). Universals and specifi cs of math self-concept, math self-effi cacy, and math anxiety across 41 PISA 2003 participating countries. Learning and Individual Differences, 19, 355–365. doi: 10.1016/j.lindif.2008.10.009
• Lent, R. W., Brown, S. D. y Gore, P. A. (1997). Discriminant and predictive validity of academic self-concept, academic self-effi cacy and mathematicsspecifi c self-effi cacy. Journal of Counseling Psychology, 44(3), 307-315. doi: 10.1037/0022-0167.44.3.307
• Lent, R. W., Singley, D., Sheu, H., Gainor, K., Brenner, B. R., Treistman, D. et al. (2005). Social cognitive predictors of domain and life satisfaction: Exploring the theoretical precursors of subjective well-being. Journal of Counseling Psychology, 52, 429-442. doi: 10.1037/0022-0167.52.3.429
• Maddio, S. L. y Ison, M. S. (2013, 13 de junio). Autoefi cacia y autoconcepto en escolares de la mediana infancia: Alternativas para su promoción. Investigación presentada en la XIV Reunión Nacional y III Encuentro Internacional de la Asociación Argentina de Ciencias del Comportamiento. Recuperado el 20 de febrero de 2014, de http://conferencias.unc.edu.ar/index.php/AACC/aacc/paper/view/960
• Marsh, H. W. (1992). SDQ II: Manual. Sydney, Australia: Self Research Centre, University of Western Sydney.
• Marsh, H. W., Craven, R. G. y McInerney, D. M. (2003). International advances in self-research. En H. W. Marsh, R. G. Craven y D. M. McInerney (Eds.), International advances in self research (pp. 3-14). Greenwich, CT: Information Age Publishing.
• Marsh, H. W., Ellis, L. A., Parada, R. H., Richards, G. y Heubeck, B. G. (2005). A short version of the Self Description Questionnaire II: Operationalizing criteria for short-form evaluation with new applications of confi rmatory factor analyses. Psychological Assessment, 17, 81-102. doi: 10.1037/1040-3590.17.1.81
• Marsh, H. W., Walker, R. y Debus, R. (1991). Subject-specifi c components of academic self-concept and self-effi cacy. Contemporary Educational Psychology, 16(4), 331–345. doi: 10.1016/0361-476X(91)90013-B
• Multon, R., Brown, S. y Lent, R. (1991). Relation of self-efficacy beliefs to academic outcomes: A meta-analytic investigation. Journal of Counseling Psychology, 38, 30-38. doi: 10.1037/0022-0167.38.1.30
• Pajares, F. (2001). Self-efficacy beliefs in academic settings. Review of Educational Research, 66(4), 543-578. doi: 10.3102/00346543066004543
• Pajares, F., Hartley, J. y Valiante, G. (2001). Response format in writing self-effi cacy assessment: Greater discrimination increases prediction. Measurement and Evaluation in Counseling and Development. 33, 214-221.
• Pajares, F. y Kranzler, J. (1995). Self-effi cacy beliefs and general mental ability in mathematical problem solving. Contemporary Educational Psychology, 20, 426– 443. doi: 10.1006/ceps.1995.1029
• Pajares, F. y Miller, M. (1994). Role of self-efficacy and self-concept beliefs in mathematical problem solving: A path analysis. Journal of Educational Psychology, 86(2), 193–203. doi: 10.1037/0022-0663.86.2.193
• Pajares, F. y Schunk, D. H. (2001). Self-beliefs and school success: Self-effi cacy, self-concept, and school achievement. En R. Riding y S. Rayner (Eds.), Perception (pp. 239-266). Londres: Ablex Publishing.
• Palenzuela, D. (1983). Construcción y validación de una escala de autoefi cacia percibida específi ca de situaciones académicas. Análisis y Modifi cación de conducta, 9(21), 185-219.
• Paoloni, P. V. y Bonetto, V. A. (2013, 29 de abril). Creencias de autoefi cacia y rendimiento académico en estudiantes universitarios. Revista Psicologíacientífica.com, 16. Recuperado el 20 de febrero de 2014, de http://www.psicologiacientifi ca.com/creencias-de-autoefi cacia-y-rendimiento-academico/
• Peetsma, T., Hascher, T., Van Der Veen, I. y Roede, E. (2005). Relations between adolescents’ self-evaluations, time perspectives, motivation for school and their achievement in different countries and at different ages. European Journal of Psychology of Education, 20, 209-225. doi: 10.1007/BF03173553
• Reina, M. C., Oliva, A. y Parra, A. (2010). Percepciones de autoevaluación: Autoestima, autoefi cacia y satisfacción vital en la adolescencia. Psychology, Society & Education, 1(2), 47-59.
• Sanjuán, P., Pérez, A. M. y Bermúdez. J. (2000). Escala de autoefi cacia general: Datos psicométricos de la adaptación para población española. Psicothema, 12, 509-513.
• Scherer, R. (2013). Further evidence on the structural relationship between academic self-concept and self-effi cacy: On the effects of domain specificity. Learning and Individual Differences, 28, 9-19. doi: 10.1016/j.lindif.2013.09.008
• Schunk, D. H. (1991). Self-effi cacy and academic motivation. Educational Psychologist, 26, 207-231. doi: 10.1080/00461520.1991.9653133
• Shavelson, R. J., Hubner, J. J. y Stanton, G. C. (1976). Self-concept: Validation of construct interpretations. Review of Educational Research, 46, 407-442. doi: 10.3102/00346543046003407
• Shavelson, R. J., y Marsh, H. W. (1986): On the structure of self-concept. En R. Shwarzer, (Ed.), Anxiety and cognitions (pp. 305-330). Hillsdale, N. J.: Lawrence Erlbaum.
• Spielberger, C. D., Gorsuch, R. L. y Lushene, R. E. (1970). Manual for the State/Trait Anxiety Inventory. Palo Alto, CA: Consulting Psychologists Press.
• Spinath, B. y Steinmayr, R. (2012). The roles of competence beliefs and goal orientations for change in intrinsic motivation. Journal of Educational Psychology, 104(4), 1135–1148. doi: 10.1037/a0028115
• Zimmerman, B. J. y Cleary, T. J. (2006). Adolescents´ development of personal agency. En F. Pajares y T. Urdan (Eds.), Self-effi cacy beliefs of adolescence (pp. 71-96). USA: Information Age Publishing.
• Bandura, A. (2001). Guide for constructing self-efficacy scales. Stanford, CA: Stanford University. Traducción por Olaz, Silva y Pérez, (2001); disponible en http:// www.des.emory.edu/mfp/effguideSpanish.html