Formación docente:Análisis descriptivo de los niveles de factores afectivos en estudiantes de pedagogía en inglés de la universidad de Concepción , campus Los Ángeles.
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Date
2024
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Universidad de Concepción
Abstract
Este estudio tiene como objetivo proporcionar una visión detallada del estado socioafectivo que presentan los estudiantes universitarios de Pedagogía en inglés en la Universidad de Concepción, Campus Los Ángeles, centrándose en cuatro factores afectivos: motivación, ansiedad, autoestima y autoconcepto. Se ha adoptado un enfoque cuantitativo no experimental descriptivo para llevar a cabo esta investigación.La muestra de participantes, compuesta por 63 estudiantes, ha sido seleccionada por conveniencia. Estos participantes respondieron a escalas y cuatro ya diseñados y validados por expertos para evaluar y describir sus niveles actuales en relación con los factores afectivos mencionados. Dentro de los resultados obtenidos en la recolección de datos el cual se llevó a cabo durante el segundo semestre escolar, se evidencia que dentro de los cuatro factores los que obtuvieron resultados más preocupantes fueron los de ansiedad y autoestima. Esta investigación de carácter cuantitativo comprende la importancia que tiene trabajar en la formación docente desde una mirada no solo cognitiva, sino además afectiva.
This study endeavors aims to provide an insight into the socio-affective condition exhibited by university students majoring in English Pedagogy at the University of Concepción, Campus Los Ángeles. The focus of examination encompasses four key affective elements: motivation, anxiety, self-esteem, and self-concept. A non-experimental descriptive quantitative approach has been employed as the methodological framework for this research.The participant sample, comprising 63 students, was selected through a convenience sampling method. These participants responded to scales and questionnaires that had been previously devised and validated by experts to assess and delineate their current levels with regard to the aforementioned affective factors. In the data collection phase conducted during the second academic semester, discernible outcomes reveal that among the four factors, anxiety and self-esteem manifested outcomes of particular concern. This quantitative inquiry underscores the imperative of addressing teacher education through a lens that extends beyond the cognitive domain, emphasizing the significance of an affective dimension.
This study endeavors aims to provide an insight into the socio-affective condition exhibited by university students majoring in English Pedagogy at the University of Concepción, Campus Los Ángeles. The focus of examination encompasses four key affective elements: motivation, anxiety, self-esteem, and self-concept. A non-experimental descriptive quantitative approach has been employed as the methodological framework for this research.The participant sample, comprising 63 students, was selected through a convenience sampling method. These participants responded to scales and questionnaires that had been previously devised and validated by experts to assess and delineate their current levels with regard to the aforementioned affective factors. In the data collection phase conducted during the second academic semester, discernible outcomes reveal that among the four factors, anxiety and self-esteem manifested outcomes of particular concern. This quantitative inquiry underscores the imperative of addressing teacher education through a lens that extends beyond the cognitive domain, emphasizing the significance of an affective dimension.
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