Abstract
Discussion of the problem of the student retention at college level and presentation of specific competencies of the counselor that can represent important implications to elaborate new strategies. Presentation of Vincent Tinto Retention Theory and Albert Bandura's Social Cognitive Theory as theoretical frame for the study and measurement of the academic self-efficacy. The construct of the academic self-efficacy is suggested as strategy for the preventive counseling.
References
Albarracín, C. (1972). Investigación sobre la correlación entre en rendimiento académico y los hábitos de estudio de alumnos de educación secundaria diurna de planteles nacionales de Lima metropolitana. (Tesis inédita de doctorado). Universidad Nacional Mayor de San Marcos, Lima, Perú.
Astin, A. (1993). What matters in college: Four critical years revisited. San Francisco: Jossey-Bass Publishers.
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191-215. doi:10.1037//0033-295X.84.2.191
Bandura, A. (1986a). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
Bandura, A. (1986b). The explanatory and predictive scope of self-efficacy theory. Journal of Clinical and Social Psychology, 4, 359-373. doi:10.1521/jscp.1986.4.3.359
Bandura, A. (1989). Human agency in social cognitive theory. American Psychologist, 44, 1175-1184. doi:10.1037/0003-066X.44.9.1175
Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28, 117-148. doi:10.1207/s15326985ep2802_3
Bandura, A. (Ed.) (1995), Self-efficacy in changing societies. doi:10.1017/CBO9780511527692
Bandura, A., Barbaranelli, C., Caprara, G. V., & Pastorelli, C. (1996). Multifaceted impact of self-efficacy beliefs on academic functioning. Child Development, 67, 1206-1222. doi:10.1111/j.1467-8624.1996.tb01791.x
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
Bandura, A. (1999). Self-efficacy: Toward a unifying theory of behavioral change. In R. F. Baumeister (Ed.). The self in social psychology. Key readings in social psychology (pp. 285-298). Philadelphia: Psychology Press/Taylor & Francis.
Beal, P. y Noel, L. (1980). What works in student retention: the report of a joint project of the American College Testing Program and the National Center for Higher Education Management Systems. American Coll. Testing Program, Iowa City, National Center of Higher Education Management Systems, Boulder, Colorado, 142p.
Betz, N. & Schifano, R. (2000). Evaluation of an intervention to increase Realistic self-efficacy and interests in college students. Journal of Vocational Behavior, 56, 35-52.
Bishop, J. B. (1990). The university counseling center: An agenda for the 1990s. Journal of College Counseling and Development, 68, 408-413. doi:10.1002/j.2161-1882.2006.tb00088.x
Bong, M. (2001). Between- and within-domain relations of academic motivation among middle and high school students: Self-efficacy, task-value, and achievement goals. Journal of Educational Psychology, 93, 23-34. doi:10.1037//0022-0663.93.1.23
Bradburn, E.M. (2002). Short-Term Enrollment in Postsecondary Education: Student Background and Institutional Differences in Reasons for Early Departure, 1996 -98, Washington DC: Department of Education, National Center for Education Statistics.
Brannon, L. (2001). Psicología de la salud. Madrid: Thompson Paraninfo.
Burgos, A. (2002). Las necesidades de consejería de los estudiantes atletas en el contexto universitario puertorriqueño. (Disertación doctoral) Universidad de Puerto Rico, San Juan, PR.
Canto, C. (1999). Auto-eficacia y educación. México: Prentice Hall.
Carrasco, M. y del Barrio M. (2002). Evaluación de la auto-eficacia en niños y adolescentes. Psycothema, 14, 2, 323-332.
Cartagena, M. (2008). Relación entre la auto-eficacia y el rendimiento escolar y los hábitos de estudio en alumnos de secundaria. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 6, (3). Recuperado el 25 de julio de 2009 de: http://www.rinace.net/arts/vol6num3/art3.pdf
Chemers, M., Hu, L. y Garcia, B. (2001). Academic self-efficacy and first-year college student performance and adjustment. Journal of Educational Psychology, 93(1), 55-65.
Coffman, J. (2002). Veterinary medical education and a changing culture. Journal of Veterinary Medical Education, 29(2), 66-70. doi:10.3138/jvme.29.2.66
Congos, D. y Schoeps, N. (1997). A model for evaluating retention programs. Journal of Developmental Education, 21(2), 2-8.
Couvillon, C. (2003). Self-efficacy, motivation and outcome expectation correlates of college students‘ intention certainty. Dissertation Abstracts International Section A: Humanities and Social Sciences, 64 (3-A), 825. Recuperado el 31 de Julio de 2009 de: http://etd.lsu.edu/docs/available/etd-0409103-084327/unrestricted/Landry_dis.pdf
Deci, E. y Ryan, R. (1985). Intrinsic Motivation and Self-determination in Human Behaviour. New York: Plenum Press.
DeWitt, K., (1992). Survey shows U.S. children write seldom and not well. The New York Times, p. A-1.
Donaldson, S.I., & Grant-Vallone, E.J. (2002). Understanding self-report bias in organizational behavior research. Journal of Business and Psychology, 17(2), 245-260.
Donna, C., & Tamy, G. Social support, stress, and self-efficacy: Efects on students' satisfaction. Journal of College Student Retention, 4 (1), (2002), 53-66.
Elias, S. y Loomis, R. (2000). Using an academic self-efficacy scale to address university major persistence. Journal of College Student Development. Recuperado el 9 de agosto de 2009 de: http://findarticles.com/p/articles/mi_qa3752/is_200007/ai_n8923744/
Engels, D., Barrio, C., Ray, D. (2009). The Professional Counselor: Portfolio, Competencies, Performance Guidelines, and Assessment. (4ta. Ed.). Alexandria, VA: Ray & Associates.
Fencl, H., and Scheel, K. (2005). Engaging students. Journal of College Science Teaching. 35, 20–24.
Garni, K.F. (1980). Counseling centers and student retention: Why the failures? Where the successes? Journal of College Student Personnel, 21, 223-228.
González, M., Álvarez, P., Bethencourt, J. y Cabrera, L., (2005). Incidencia de las variables del sujeto en el abandono universitario: Un estudio en la Universidad de la Laguna. Actas de la Conferencia Internacional de la AIOSP: Carreiras e Contextos: Novos desafios e tarefas para a orientacao. Lisboa (Portugal).
Hackett, G. y Betz, N. (1989). An exploration of the mathematics self-efficacy /mathematics performance correspondence. Journal for Research in Mathematics Education, 20, 261-273. doi:10.2307/749515
Hirtt, N. (2003). Los nuevos amos de la escuela: El negocio de la enseñanza. Madrid: Minor Network.
Holden, G., Moncher, M., Schinke, S. y Barker, K. (1990). Self-efficacy of children and adolescents. Psychlogical Reports, 66, 1.044-1.046. Recuperado el 24 de julio de 2009 de: http://mt.educarchile.cl/mt/jjbrunner/archives/IIEP-Acc.pdf
Kirton, M. (2000). Transitional factors influencing the academic persistence of first semester undergraduate freshmen. Dissertation Abstracts International Section A: Humanities and Social Sciences, 61(2-A), 522.
Last, L. y Fulbrook, P. (2003). Why do student nurses leave? Suggestions from a Delphi study. Nurse Education Today, 23(6), 449-458. doi:10.1016/S0260-6917(03)00063-7
Lent, R. W., & Hackett, G. (1987). Career self-efficacy: Empirical status and future directions. Journal of Vocational Behavior, 34, 279-288. doi:10.1016/0001-8791(87)90010-8
Lent, R., Brown, D., y Gore, P. (1997). Discriminant and predictive validity of academic self-concept, academic self-efficacy, and mathematics-- specific self-efficacy. Journal of Counseling Psychology, 44, 307-315. doi:10.1037//0022-0167.44.3.307
Lent, R., Brown, C. y Larkin, K., (1984). Relation of Self-efficacy of a goal specific locus of control scale. Canadian Journal Behavioral Science, 11, 286-304.
Lent, R., Brown, S., y Larkin, K. (1984). Relation of self-efficacy expectations to academic achievement and persistence. Journal of Counseling Psychology, 31, 356-362. doi:10.1037/0022-0167.31.3.356
Mattox, R. (2000). Building effective campus relationships. In D. C. Davis & K. M. Humphrey (Eds.), College counseling: Issues and strategies for a new millennium (pp. 221-237). Alexandria, VA: American Counseling Association.
Multon, R., Brown, S., y Lent, R., (1991). Relation of self efficacy beliefs to academic outcomes: A meta-analytic investigation. Journal of Counseling Psychology, 38, 30 38. doi:10.1037//0022-0167.38.1.30
Noel, L., Levitz, R. y Saluri, D. (1985). Increasing Student Retention. San Francisco: Jossey-Bass.
Noel, L. y Levitz, R. (2007). National Research Report: Student Retention Practices at Four-Year Institutions. Recuperado el 6 de agosto de 2009 de: https://www.noellevitz.com/NR/rdonlyres/9D1C966B-8E05-47AF-BAAD-298A93DB48A3/0/StudentRetentionPractices4year07.pdf
Nuñez, J., González-Pienda, J., García M., González-Pumariega, S., Roces, C., Álvarez, L. y González, M. (1998). Estrategias de aprendizaje, auto concepto y rendimiento académico. Psycothema, 10(1), 97-109. Recuperado el 21 de mayo del 2005, de: http://redalyc.uaemex.mx/redalyc/src/inicio/ArtPdfRed.jsp?iCve=72710109
Olaz, F. (1997). Auto-eficacia, diferencias de género y comportamiento vocacional. Revista electrónica de Motivación y Emoción, 6(13). Recuperado el 24 de julio de 2009 de: http://reme.uji.es/articulos/aolazf5731104103/texto.html
Olaz, F. (2001). La teoría social cognitiva de la auto-eficacia, contribuciones a la explicación del comportamiento vocacional. Tesis de Grado, Facultad de Psicología. Argentina: Universidad Nacional de Córdoba.
Ostrow, R., Zachow, K., Niimura, M., Okagaki, T., Muller, S., Bender, M. y Faras, J. (1986). Detection of papillomavirus DNA in human semen. Science, 231, 731-733. doi:10.1126/science.3003908
Owen, S. (1986). Using self-efficacy in program evaluation. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.
Pajares, F. (1996). Self-efficacy beliefs in achievement settings. Review of Educational Research, 66, 543-578. doi:10.2307/1170653
Pajares, F. & Graham, L. (1999). Self-efficacy, motivation constructs, and mathematics performance of entering middle school students. Contemporary Educational Psychology, 24,124–139. doi:10.1006/ceps.1998.0991
Pajares, F. & Miller, D. (1994). Role of Self-Efficacy and Self-Concept Beliefs in Mathematical Problem Solving: A Path Analysis. Journal of Educational Psychology, 86, 193-203. doi:10.1037//0022-0663.86.2.193
Palenzuela, D. (1983). Construcción y validación de una escala de auto-eficacia percibida específica de situaciones académicas. Análisis y Modificación de Conducta, 9, 185-219.
Pascarella, E. y Terenzini, P. (1991). How college affects students: Findings and insights from twenty years of research. San Francisco: Jossey Bass.
Persaud, T. (2009). A model to predict academic performance in a MBA managerial statistics course at a Hispanic business school.
Pintrich, P. y Schunk, D. (1995). Motivation in education: Theory, Research, and Applications. Englewood Cliffs, N.J.: Prentice-Hall.
Pintrich, P. y De Groot, E. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33-50. doi:10.1037//0022-0663.82.1.33
Reisser, L. (1995). Revisiting the seven vectors. Journal of College Student Development, 36(6), 505-511.
Root, S., Rudawski, A., Taylor, M. y Rochon, R. (2003). Attrition of Hmong Students in Teacher Education Programs. Bilingual Research Journal, 27(1), 137-48. doi:10.1080/15235882.2003.10162595
Rosenberg, L. y Czepiel, J. (1983). A Marketing Approach for Consumer Retention. Journal of Consumer Marketing, 1, 45-51. doi:10.1108/eb008094
Ruinaudo, M., Chiecher, A., y Donolo, D. (2003) Motivación y uso de estrategias en estudiantes universitarios. Su evaluación a partir del Motivated Strategies Learning Questionnaire. Anales de Psicología, 19, 107-119.
Ryan, M. y Glenn, P. (2002). Increasing one-year retention rates by focusing on academic competence: An empirical odyssey. Journal of College Student Retention, 4(3), 297-324. doi:10.2190/KUNN-A2WW-RFQT-PY3H
Salanova, M., Cifre, E. y Martin, P. (2004). Information Technology Implementation Styles and its relation with Workers‘ Subjective Well-Being. International Journal of Operation & Production Management, 24(1). doi:10.1108/01443570410510988
Schaufeli, W., Martínez, I., Marques, A., Salanova, M. y Bakker, A. (2002). Burnout and engagement in university students: A cross-national study. Journal of Cross-Cultural Psychology, 33(5), 464-481. doi:10.1177/0022022102033005003
Schunk, D. (1991). Self-efficacy and academic motivation. Educational Psychologist, 26, 207-231. doi:10.1207/s15326985ep2603&4_2
Seidman, A. (2005). College student retention: Formula for student success. Westport, CT: Praeger Publishers. Recuperado el 24 de julio de 2009 de: http://books.google.com/books?hl=en&lr=&id=ckk5B_ADM_YC&oi=fnd&pg=PR9&dq=seidman+2005+and+college+retention&ots=n-v-hYfIoT&sig=RLfhND1c-b1HGvJ9nj2lXlG0x0A
Sharkin, B. (2004). College counseling and student retention: Research findings and implications for counseling centers. Journal of College Counseling, 7(2), 99-108. doi:10.1002/j.2161-1882.2004.tb00241.x
Shell, D., Colvin, C. y Bruning, R. (1995). Self-efficacy, attributions, and outcome expectancy mechanisms in reading and writing achievement: Grade-level and achievement-level differences, Journal of Educational Psychology, 87, 386-398. doi:10.1037/0022-0663.87.3.386
Thomas, L. (2002) Student retention in higher education: The role of institutional habits. Journal of Education Policy, 17(4), 423-442. doi:10.1080/02680930210140257
Tinto, V. (1993). Leaving college: rethinking the causes and cures of student attrition. Chicago: University of Chicago Press.
Tinto, V. (2003). Taking Retention Seriously: Rethinking the First Year of College. NACADA Journal, 19(2), 5-10.
Tinto, V. (1975). Dropout from Higher Education: A theoretical synthesis of recent research. Review of Educational Research, 45, 89-125.
Tinto, V. (1987). Leaving College. Chicago: The University of Chicago Press.
UNESCO (2004). World higher education database. Recuperado de en mayo de 2005 de: http://www.unesco.org/iau/directories/index.html
Universidad de Puerto Rico. Recinto de Rio Piedras. Oficina de Planificación Académica del Decanato de Asuntos Académicos. Libro de Datos Estadísticos Fact Book 2008-2009. San Juan, PR: Autor.
US Census Bureau. United States Census 2000. Recuperado el 24 de Julio de 2009 de: http://www.census.gov/main/www/cen2000.html
Villamarín, F. (1990a). Papel de la auto-eficacia en los trastornos de ansiedad y depresión. Análisis y Modificación de Conducta, 16, 55-79.
Villamarín, F. (1990b). Auto-eficacia y conductas relacionadas con la salud. Revista de Psicología de la Salud, 2, 45-64.
Wood, R. y Bandura, A. (1989). Impact of conceptions of ability on self- regulatory mechanisms and complex decision making. Journal of Personality and Social Psychology, 56, 407-415. doi:10.1037//0022-3514.56.3.407
Zimmerman, B. (1995). Attaining Reciprocality between Learning and Development through Self Regulation. Human Development, 38, 367-72. doi:10.1159/000278343
Zimmerman, B. (1996). Enhancing Student Academic and Health Functioning: A Self-Regulatory Perspective. School Psychology Quarterly, 11(1), 47-66. doi:10.1037/h0088920
Zimmerman, B. J., Bonner, S., & Kovach, R. (1996). Developing self-regulated learners; Beyond achievement to self-efficacy. Washington, DC: American Psychological Association.
Zimmerman, B. y Martínez-Pons, M. (1990). Student differences in self-regulated learning: Relating grade, sex and giftedness to self-efficacy and strategy use. Journal of Educational Psychology, 82(1), 51-59. doi:10.1037/10213-000
Zimmerman, B. y Kitsantas, A. (2005). Homework Practices and Academic Achievement: The Mediating Role of Self-Efficacy and Perceived Responsibility Beliefs. Contemporary Educational Psychology, 30(4), 397-417. doi:10.1016/j.cedpsych.2005.05.003
Derechos de autor: La Revista Griot no reserva los derechos de publicación de los artículos. Los autores podrán distribuir su propio material en cualquier otro medio, siempre y cuando sea sin fines comerciales, informando a la Junta Editora de la Revista Griot que el trabajo será publicado nuevamente y dando el crédito correspondiente a la Revista Griot. La publicación de la Revista Griot por su carácter gratuito no da derecho a remuneración económica alguna a los autores. Los lectores podrán reproducir y distribuir los artículos o colaboraciones de la Revista Griot siempre que sea sin fines comerciales, no se les hagan alteraciones al contenido y se cite su origen con información completa: nombre del autor, año, Revista Griot, volumen, número y página.
Relevo de responsabilidades: La Junta Editora de la Revista Griot, la Junta Asesora y la Universidad de Puerto Rico no se hacen responsables de las ideas y opiniones expresadas por los autores de los artículos o colaboraciones. Tampoco tiene control ni se hace responsable de los enlaces e hipertextos que en algunos artículos, posibiliten el acceso a prestaciones y servicios ofrecidos por terceros.
