Psychological Profile of English Pedagogy Students: Attributional Styles, Academic Self-Concept and Self-Esteem
| datacite.creator | Vera, Angélica | |
| datacite.creator | Vega, Héctor | |
| datacite.date | 2024 | |
| datacite.rights | Acceso Abierto | |
| datacite.subject | Estilos atributivos | |
| datacite.subject | Autoconcepto académico | |
| datacite.subject | Autoestima | |
| datacite.subject | Estudiantes universitarios | |
| datacite.subject.english | Attributional styles | |
| datacite.subject.english | Academic self-concept | |
| datacite.subject.english | Self-esteem | |
| datacite.subject.english | University students | |
| datacite.title | Psychological Profile of English Pedagogy Students: Attributional Styles, Academic Self-Concept and Self-Esteem | |
| datacite.title.alternative | Perfil Psicológico de Estudiantes de Pedagogía Inglés: Estilos Atributivos, Autoconcepto Académico y Autoestima | |
| dc.date.accessioned | 2025-03-27T20:55:59Z | |
| dc.date.available | 2025-03-27T20:55:59Z | |
| dc.description.abstract | Este artículo examina la relación entre los estilos atributivos, el au-toconcepto académico y la autoestima en estudiantes universitarios de Peda-gogía en Inglés. Mediante un enfoque cuantitativo descriptivo-correlacional y una muestra de 125 estudiantes, se identificaron sus perfiles en estas variables. Para cumplir con el objetivo del estudio se realizaron análisis descriptivos y comparativos a través de t Student y ANOVA. Del mismo modo, se efectua-ron correlaciones de Pearson para identificar el vínculo entre las dimensiones de los instrumentos respecto a las variables sociodemográficas. Los resulta-dos mostraron que los estudiantes tienden a atribuir sus fracasos a la falta de esfuerzo, falta de habilidad y autoeficacia académica moderada. Las mujeres evidenciaron mayor atribución de fracaso por falta de habilidad y conflictos familiares. Se hallaron correlaciones entre varias dimensiones, destacando la relación negativa entre causas internas y la falta de esfuerzo. Estos hallazgos aportan información relevante para futuras intervenciones educativas en esta población. | |
| dc.description.abstracten | This article examines the relationship between attributional styles, academic self-concept and self-esteem in university students of En-glish Pedagogy. Their profiles in these variables were identified by using a quantitative descriptive-correlational approach and a sample of 125 stu-dents. In order to fulfill the objective of the study, descriptive and compara-tive analyses were performed through Student’s t-test and ANOVA. Also, Pearson correlations were used to identify the link between the dimensions of the instruments with respect to the sociodemographic variables. The re-sults showed that students tend to attribute their failures to lack of effort, lack of ability and moderate academic self-efficacy. Females evidenced great-er attribution of failure due to lack of ability and family conflicts. Correla-tions were found between several dimensions, highlighting the negative re-lationship between internal causes and lack of effort. These findings provide relevant information for future educational interventions in similar samples. | |
| dc.identifier.doi | 10.7770/CUHSO-V34N1-ART641 | |
| dc.identifier.issn | 2452-610X | |
| dc.identifier.uri | https://repositoriodigital.uct.cl/handle/10925/6288 | |
| dc.language.iso | en | |
| dc.publisher | Universidad Católica de Temuco | |
| dc.rights | Obra bajo licencia Creative Commons Atribución 4.0 Internacional | |
| dc.source | Cultura, Hombre, Sociedad (CUHSO) | |
| oaire.citationEndPage | 534 | |
| oaire.citationIssue | 1 | |
| oaire.citationStartPage | 517 | |
| oaire.citationTitle | CUHSO | |
| oaire.citationVolume | 34 | |
| oaire.resourceType | Artículo Original | |
| uct.catalogador | bcm | |
| uct.comunidad | Ciencias Sociales | |
| uct.indizacion | ISI - Social Science Citation Index | |
| uct.indizacion | DOAJ | |
| uct.indizacion | SCIELO | |
| uct.indizacion | SCOPUS | |
| uct.indizacion | REVISTA UCT | |
| uct.indizacion | Latindex |