<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1409-4703</journal-id>
<journal-title><![CDATA[Actualidades Investigativas en Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Actual. Investig. Educ]]></abbrev-journal-title>
<issn>1409-4703</issn>
<publisher>
<publisher-name><![CDATA[Instituto de Investigación en Educación, Universidad de Costa Rica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1409-47032017000200112</article-id>
<article-id pub-id-type="doi">10.15517/aie.v17i1.28144</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Creencias de autoeficacia y contextos de evaluación. Un estudio con estudiantes universitarios]]></article-title>
<article-title xml:lang="en"><![CDATA[Self-efficacy beliefs and evaluation contexts. An study with university students]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bonetto]]></surname>
<given-names><![CDATA[Vanesa Analí]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Paoloni]]></surname>
<given-names><![CDATA[Paola Verónica]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Donolo]]></surname>
<given-names><![CDATA[Danilo Silvio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional de San Luis  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>AR</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional de Río Cuarto  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>AR</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Nacional de Río Cuarto  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>AR</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2017</year>
</pub-date>
<volume>17</volume>
<numero>2</numero>
<fpage>112</fpage>
<lpage>143</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-47032017000200112&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-47032017000200112&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-47032017000200112&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen:Este artículo presenta un estudio con el objetivo principal de contribuir al conocimiento del modo en que las creencias de autoeficacia se vinculan con las situaciones de evaluación en las que habitualmente se desempeña un grupo de estudiantes universitarios. Se trabajó con 133 estudiantes de carreras de grado de una universidad pública de Córdoba (Argentina). Se hizo un abordaje metodológico mixto, utilizando: los cuestionarios Multidimensional Scales of Perceived Self-efficacy de Bandura, Motivated Strategies Learning Questionnaire y un Cuestionario Ad-hoc sobre percepciones y valoración del contexto; observaciones de instancias de evaluación; calificaciones obtenidas por el alumnado y consignas de evaluación solicitadas. Se obtuvo como resultados, estudiantes con buen perfil motivacional y confianza en sus capacidades para el desempeño. Además, se observó dos tipos de contextos evaluativos, tareas de alcances amplios y parciales tradicionales, con diferencias en: creencias de autoeficacia de alumnos y alumnas, sus valoraciones y percepciones al respecto, feedback (retroalimentación) desplegado, rendimiento académico obtenido, espacio para el despliegue de autonomía, etc. De igual forma, se identificaron percepciones negativas de alumnos y alumnas sobre los parciales y positivas sobre las tareas de alcances amplios. Como conclusión, los contextos de evaluación influyen sobre las creencias de autoeficacia y el rendimiento académico de alumnos y alumnas y viceversa. Futuras investigaciones podrían orientarse hacia las vinculaciones entre la autoeficacia y la construcción de los criterios de evaluación, y/o la claridad de las consignas de evaluación.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract:This article presents a study with the primary objective of contributing to knowledge of how self-efficacy beliefs are linked to assessment situations where usually a group of college students play. We work with 133 students of undergraduate public university of Cordoba (Argentina). We did a mixed methodological approach, using: questionnaires Multidimensional Scales of Perceived Self-efficacy Bandura, Motivated Strategies Learning Questionnaire and ad-hoc questionnaire on perceptions and appreciation of context; observations of instances of evaluation; grades obtained by students and slogans evaluation requested them. Results: Students with good motivational profile and confidence in their abilities to perform; we also observed two types of evaluative contexts, tasks partial reaches large and traditional, with differences in: self-efficacy beliefs of students, their assessments and perceptions about, deployed feedback, obtained academic performance, space for the deployment of autonomy, etc.; In the same way were identified negative perceptions of students on partial and positive about the tasks identified broad scope. Conclusion: evaluation contexts influence self-efficacy beliefs and academic performance of students and vice versa. Future research could be directed to the links between self-efficacy and: the construction of the evaluation criteria, and/or clarity of slogans evaluation.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[evaluación de la educación]]></kwd>
<kwd lng="es"><![CDATA[creencias de autoeficacia]]></kwd>
<kwd lng="es"><![CDATA[estudiantes universitarios]]></kwd>
<kwd lng="es"><![CDATA[Argentina.]]></kwd>
<kwd lng="en"><![CDATA[educational evaluation]]></kwd>
<kwd lng="en"><![CDATA[self-efficacy beliefs]]></kwd>
<kwd lng="en"><![CDATA[university students]]></kwd>
<kwd lng="en"><![CDATA[Argentina.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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