Revista Meta: Avaliação

El presente estudio examinó la relación entre la autoeficacia y los logros de aprendizaje en el marco de la Comunidad de Investigación (CdI) para evaluar la calidad del aprendizaje en línea de 115 profesores universitarios de una Facultad de Ciencias de la Educación y Humanidades de una universidad de la Amazonía peruana. A través de una investigación cuantitativa con un diseño no experimental transversal, se encontró una relación significativa entre la calidad del aprendizaje en línea y la autoeficacia docente (p < 0.05) en la que los logros de aprendizaje percibidos mediaban parcialmente esta relación. Los resultados revelaron que los profesores que participaron en un programa de DPLP en línea tenían un mayor sentido de eficacia. Se concluye que las Comunidades de Aprendizaje Profesional son importantes en el desarrollo de la autoeficacia, el éxito académico de los profesores e importantes para evaluar la calidad del aprendizaje en línea.

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FERNÁNDEZ-SOGORB, A.; LAGOS-SAN MARTÍN, N. G.; SANMARTÍN, R.; VICENT, M. Child anxiety profiles in chilean elementary school students and academic self-attributions in mathematics. SAGE Open, [S. l.], v. 11, n. 4, 2021. DOI: https://doi.org/10.1177/21582440211061396. Disponible en: https://journals.sagepub.com/doi/10.1177/21582440211061396. Acceso en: 25 mayo 2022.

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GARONE, A.; PYNOO, B.; TONDEUR, J.; COCQUYT, C.; VANSLAMBROUCK, S.; BRUGGEMAN, B.; STRUYVEN, K. Clustering university teaching staff through UTAUT: implications for the acceptance of a new learning management system. British Journal of Educational Technology, Londres, v. 50, n. 5, p. 2466-2483, 2019. DOI: https://doi.org/10.1111/bjet.12867. Disponible en: https://bera-journals.onlinelibrary.wiley.com/doi/10.1111/bjet.12867. Acceso en: 23 agosto 2023.

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HAGEN, I.; LAUERMANN, F.; WIGFIELD, A.; ECCLES, J. S. Can i teach this student?: a multilevel analysis of the links between teachers’ perceived effectiveness, interest-supportive teaching, and student interest in math and reading. Contemporary Educational Psychology, San Diego, v. 69, 2022. DOI: https://doi.org/10.1016/j.cedpsych.2022.102059. Disponible en: https://www.sciencedirect.com/science/article/abs/pii/S0361476X22000182?via%3Dihub. Acceso en: 10 abr. 2023.

HUANG, X.; ZHANG, J.; HUDSON, L. Impact of math self-efficacy, math anxiety, and growth mindset on math and science career interest for middle school students: the gender moderating effect. European Journal of Psychology of Education, Lisboa, v. 34, n. 3, p. 621-640, 2019. DOI: https://doi.org/10.1007/s10212-018-0403-z. Disponible en: https://link.springer.com/article/10.1007/s10212-018-0403-z. Acceso en: 23 agosto 2023.

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JUMA, J.; NDWIGA, Z. N.; MILCAH, N. instructional leadership as a controlling function in secondary schools in Rangwe Sub County, Kenya: influence on students’ learning outcomes. Educational Management Administration & Leadership, Londres, v. 51, n. 4, p. 791-808, 2023. DOI: https://doi.org/10.1177/17411432211015228. Disponible en: https://journals.sagepub.com/doi/10.1177/17411432211015228. Acceso en: 23 agosto 2023.

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WANG, M.; ZHANG, L. J.; HAMILTON, R. Developing the metacognitive awareness of grit scale for a better understanding of learners of english as a foreign language. Frontiers in Psychology, [S. l.], v. 14, 2023. DOI: https://doi.org/10.3389/fpsyg.2023.1141214. Disponible en: https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2023.1141214/full. Acceso en: 23 agosto 2023.

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