The self-expectations as gender differentiating factor by University students

  1. Núñez Angulo, Beatriz 1
  2. Santamaría Conde, Rosa Mª 1
  1. 1 Universidad de Burgos
    info

    Universidad de Burgos

    Burgos, España

    ROR https://ror.org/049da5t36

Revue:
JETT

ISSN: 1989-9572

Année de publication: 2014

Volumen: 5

Número: 3

Pages: 17

Type: Article

DIALNET GOOGLE SCHOLAR lock_openDialnet editor

D'autres publications dans: JETT

Résumé

The object of the investigation is to establish the profile of the students who are studying in the EHEA in relation to the expectations of their evaluation, emphasizing the dimension self-concept and self-expectative, both future and current. The self-expectation shows higher positive percentages in the highest categories, questioning ourselves whether there may be differences depending on the gender.At the methodological level, the questionnaire ¨University Expectations¨ [EXPUNI] has been constructed with 40 items, including 13 items of demographic and identification purposes, 26 items adjusted to a Likert scale and the 40 item of free response for comments and suggestions. Additionally, the reliability has been tested, obtaining a Cronbrach alpha of 0.827 and for the validity a factor analysis and expert judgment has been performed. A study from the University of Burgos conducted with 592 students, 109 men [18.4 %] and 483 women [81.6 %] of 1st and 2nd year of the following grades: Education, Social Education, Master of Elementary Education and Early Childhood Education. The results of the questionnaire allowed us to estimate that there are differences according to different variables, including gender, in connection with future and current self expectation, inasmuch as each of the items in this dimension has been considered, which are linked to studying hard, having a better performance than friends, receiving congratulations from friends and family and studying depending of the teacher.By way of conclusion, it is important to continue with the measurement of the expectations in all courses, in order to corroborate data obtained so far and make inferences to the University population.

Références bibliographiques

  • Alonso, S. & Palomares, A. (2013). Percepciones de la función tutorial en el Espacio Europeo de Educación Superior del alumnado de la Facultad de Educación de Albacete (Universidad de Castilla-La Mancha, España). Journal for Educators, Teachers and Trainers, Vol. 4 (2), pp. 160 – 168.
  • Bandura, A. (1977). Social Learning Theory. Englewood Cliffs: Prentice Hall.
  • Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37, 122-147.
  • Bandura, A. (1987). Pensamiento y acción. Martinez Roca. Barcelona.
  • Bouilding, W., Kalra, A., Stelin, R. & Zeithaml, V.A. (1993). A dynamic process model of service quality: from expectations to behavioural intentions. Journal of Marketing Research, 30, 7-27.
  • Chonko, L. B., Tanner, J. F.& Davis, R. (2002). What are they thinking? Students’ expectations and self-assessments. Journal of Education for Business, 77.
  • Cooper, H. & Good, T. (1983). Pycmalion grows up: Studies on the expectation communication process. New York. Lognntan.
  • Crisol, E. (2011). Student and teacher. New roles in the university. Journal for Educators, Teachers and Trainers, Vol. 2, pp. 84 – 91.
  • Darlaston-Jones, D., Pike, L., Cohen, L., Young, A., Haunold, S. & Drew,N. (2003). Are they being served? Students’ expectations of higher education. Issues in Educational Research, 13 (1), 31-52.
  • De la Fuente, J., Justicia, F., Sander, P., Cano, F., Martínez, J. M. & Pichardo, M. C. (2004a). Evaluación de la percepción del proceso de enseñanza-aprendizaje en los alumnos universitarios. VII Congreso Europeo de Evaluación Psicológica, Málaga, España.
  • De la Fuente, J., Sander, P., Justicia, F., Cano, F., Martínez, J. M. & Pichardo, M. C. (2004b). Estudio de los procesos de enseñanza-aprendizaje en el marco del Espacio Europeo de Educación Superior (EEES). VII Congreso Internacional de Psicología y Educación, Almería, España.
  • Eden, D. (1990). Pygmalion in Management: Producitvity as a Self-fulfilling Prophecy. Lexintong, Mass.
  • García-Ramírez, J.M. (2012). La comunicación, clave de excelencia visible en la Educación Superior. Journal for Educators, Teachers and Trainers, Vol. 3, pp. 25 – 36.
  • Hill, F. M. (1995). Managing service quality in higher education: the role of the consumer as primary consumer. Quality Assurance in Higher Education, 3.
  • Krallman, D. & Holcomb, T. (1997). First-year student expectations: Pre-and post-orientation. ERIC ED, 411731.
  • Licata, J. W. y Maxham, J. G. (1999). Student expectations of the university experience: Levels and antecedent for pre-entry freshmen. Journal of Marketing for Higher Education, 9 (1), 69-91
  • McDowell, E. E. &McDowell, C. E. (1986). A study of high school students' expectations of the teaching style of male, female, English and Science instructors. Annual Meeting of the International Communication Association. Chicago.
  • Merton, R.K. (1967). The self-fulfiling prophecy en Mizruchi. E. (Ed) Substance of Sociology. New York Appleton-Century.
  • Michavilla, F. et at (2013). La Universidad Española en cifras 2012. CRUE.
  • Miles, W. M. & Gonsalves, S. (2003). What you don’t know can hurt you: students’ perceptions of professors’ annoying teaching habits. College Student Journal, 37.
  • Mischel, W. (1973). Toward a Cognitive Social Learning Reconceptualization of Personality. Psychological Review, 80,252-283.
  • Narasimhan, K. (1997). Improving teaching and learning: Perceptions minus expectations gap analysis approach. Training for Quality, 5 (3), 121-125.
  • Pichardo, M. García-Berben, A. De la Fuente, J. & Justicia, F. (2007). El estudio de las expectativas en la universidad: Análisis de trabajos empíricos y futuras líneas de investigación. Revista electrónica de investigación educativa. Vol. 9.
  • Rogers, C. (1982). A Social of Psychology of schooling. Routledge. Kegan Paul. Trad. Psicología Social de la Enseñanza. Madrid, Visor, 1.987.
  • Ros, M. et at. (1989). Interacción didáctica en la enseñanza secundaria. CIDE. Madrid.
  • Rosenthal, R. & Rubin, D. B. (1978) Interpersonal expectancy effects: the first 345 studies. The Behavioral and Brain Sciences, 1, 377-416.
  • Rosenthal, R., & Jacobson, L. (1968). Pigmalión en el aula: las expectativas de los maestros e intelectuales de los alumnos desarrollo. Nueva York: Holt, Rinehart and Winston.
  • Rotter, J. B. (1954). Social learning and clinical psychology. Englewood Cliffs, N. J. Prentice Hall.
  • Rotter, J. B. (1977). Social Learning Theory of personality. En W. S. Sahakian (Ed.), Psychology of Personality: Readings in theory, pp. 78-97. Chicago. Rand McNally College Publishing Company.
  • Rotter, J. B. (1982). Social learning theory. En N. T. Feather (Ed.), Expectations and actions: Expectancy-value models in Psychology, pp. 241-260. Hillsdale, N. J. Lawrence Erlbaum Associates.
  • Sander, P., Stevenson, K., King, M. & Coates, D. (2000). University Students’ Expectations of Teaching. Studies in Higher Education, 25 (3).
  • Smith, S., Medendorp, C. L., Ranck, S., Morison, K. & Kopfman, J. (1994). The prototypical features of the ideal professor from the female and male undergraduate perspective: the role of verbal and nonverbal communication. Journal on Excellence in College Teaching, 5.
  • Stevenson, K. y Sander, P. & Naylor, P. (1997). ELPO: A model that uses student feedback to develop effective open tutoring. Open Learning, 12.
  • Suriá Martínez, R. et al. (2012). Motivación y expectativas de los estudiantes universitarios sobre su carrera universitaria. Universidad del Valle de México Campus Tlalpan.
  • Tolman, E.C. (1932). Purposive behavior in animals and men. New YorK. Century.
La source de données: Dialnet