Autoeficacia en niños de educación primaria y preferencia por un rol de profesor
Children self-efficacy of primary school and preference for a teacher role
Resumen
Para mejorar el aprendizaje del estudiante, la política educativa actual propone el rol del profesor facilitador, y la autoeficacia esta consistentemente relacionada con su logro. De estos planteamientos surgen las preguntas ¿con cuál rol de profesor creen los niños escolares que aprenden mejor?, ¿cuáles son las relaciones del rol del profesor con la autoeficacia? El objetivo de este estudio fue explorar las relaciones entre estas variables. El diseño es descriptivo y correlacional con una muestra de no probabilística de 423 alumnos de 5o y 6o año de escuelas primarias. Para identificar la preferencia de los niños por un rol de profesor para aprender matemáticas se usaron caricaturas y se aplicó una adaptación al español mexicano de la Escala Multidimensional de Autoeficacia Percibida en Niños (Pastorelli et al., 2001). Los resultados muestran que el 47 % de los niños prefieren al profesor transmisor de información, el 50 % al facilitador del aprendizaje y el 3 % no respondieron o la respuesta fue sin clasificación. Aproximadamente la mitad (46-53 %) de los niños presentaron alto nivel de autoeficacia general y de sus componentes de autoeficacia: académica, de autorregulación y social y del 43 al 54 % un nivel bajo. El profesor transmisor de información y la autoeficacia general correlacionaron positivamente de manera baja con evidente la tendencia a la asociación entre estas variables.
Citas
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