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dc.contributor.authorPool Antonio, Diana Ashandy
dc.contributor.otherPERALES ESCUDERO, MOISES DAMIAN; 415556
dc.contributor.otherGómez Argüelles, Lizbeth
dc.contributor.otherHERNANDEZ MENDOZA, EZEQUIEL
dc.date.accessioned2024-06-05T17:16:00Z
dc.date.available2024-06-05T17:16:00Z
dc.date.issued2015
dc.identifier.urihttp://hdl.handle.net/20.500.12249/4241
dc.description.abstractIn recent years, research on self-efficacy has been an important topic in the area of education. Many studies have been carried out within the field of educational psychology (Bandura, 1977, Tschannen-Moran y Woolfolk, 2001, Zimmerman, 2000). Most of these studies tend to measure the sense of self-efficacy to determine its related variables such as self-esteem, contextual factors, self-confidence and cognitive skills (Erdem & Demirel, 2007; Cabaroglu, 2014; Reilly,Dhingra & Boduszek, 2014). As far as I know, in the Mexican context, the topic of self-efficacy has been studied in different disciplines and specific areas. For example, there have been studies of postgraduate students’ research self-efficacy beliefs (Reyes & Gutiérrez,2015; Gutiérrez& Reyes, 2014); teachers’ self-efficacy beliefs in informational research skills (Reyes & Franco, 2013; Reyes &Franco, 2014) and teachers’ research self-efficacy beliefs (Reyes & Murrieta, n/d; Reyes & Perales, in press). Regarding the English language teaching field, measuring self-efficacy beliefs has been found convenient to detect novice and experienced teachers’ success and failures in language teaching (Tschannen-Moran et al., 1998). Research studies carried out in countries such as Turkey, the United Kingdom, the United States and Ireland have found that the sense of self-efficacy is a fundamental tool in the cognitive development of future teachers (Erdem, Demirel, 2007).
dc.description.provenanceSubmitted by Yeni Martin Cahum (yenimartin@uqroo.edu.mx) on 2024-06-05T17:07:03Z No. of bitstreams: 1 LB2838.P781.2015-2133.pdf: 672790 bytes, checksum: 81604bc0669b4dc95a6513d61cdbaa31 (MD5)
dc.description.provenanceApproved for entry into archive by Yeni Martin Cahum (yenimartin@uqroo.edu.mx) on 2024-06-05T17:15:59Z (GMT) No. of bitstreams: 1 LB2838.P781.2015-2133.pdf: 672790 bytes, checksum: 81604bc0669b4dc95a6513d61cdbaa31 (MD5)
dc.description.provenanceMade available in DSpace on 2024-06-05T17:16:00Z (GMT). No. of bitstreams: 1 LB2838.P781.2015-2133.pdf: 672790 bytes, checksum: 81604bc0669b4dc95a6513d61cdbaa31 (MD5) Previous issue date: 2015
dc.formatpdf
dc.language.isospa
dc.publisherUniversidad de Quintana Roo
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0
dc.subjectMaestros --Capacitación en servicio
dc.subjectAutoeficacia
dc.subject.classificationHUMANIDADES Y CIENCIAS DE LA CONDUCTA::LINGÜÍSTICA
dc.titleThe sense of self-efficacy of EFL pre-service teachers at the University of Quintana Roo.
dc.typeTesis de licenciatura
dc.type.conacytbachelorThesis
dc.description.enky2133
dc.rights.accesopenAccess
dc.identifier.lccLB2838.P781.2015
dc.identificator4||57
dc.audiencegeneralPublic
dc.divisionCampus Chetumal Bahía
dc.division.subDivisión de Ciencias Políticas y Humanidades
dc.division.programaLengua Inglesa


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