Escala Breve de Ansiedad ante la Evaluación Académica (EBAEA-3)

  1. Dolores Frias-Navarro
  2. Marcos Pascual-Soler
  3. Eva Broseta-Aguilar
  4. Héctor Monterde-i-Bort
  5. José Soriano-Pastor
  6. Joana Fornés-Vives
  7. María del Castillo Fuentes-Durán
  8. García Pérez, José Fernando
  9. Laura Dolz-Serra
  10. Ana D'Ocón-Gimenez
Revista:
Ensayos: Revista de la Facultad de Educación de Albacete

ISSN: 2171-9098 0214-4824

Año de publicación: 2020

Volumen: 35

Número: 1

Páginas: 175-190

Tipo: Artículo

DOI: 10.18239/ENSAYOS.V35I1.2291 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: Ensayos: Revista de la Facultad de Educación de Albacete

Objetivos de desarrollo sostenible

Resumen

Los objetivos: analizar las propiedades psicométricas de una escala breve de ansiedad ante la evaluación académica y comprobar si hay diferencias entre los alumnos que cursan una materia del área de metodología o de otras áreas. La muestra está formada por 404 alumnos de Psicología (M = 21.03 años, DT = 5.45). El 56.4% reciben formación en metodología y el 43.6% en otras áreas. Los resultados señalan que los estudiantes que reciben formación en materias metodológicas informan de un mayor grado de ansiedad ante la evaluación y perciben que tienen menor autoeficacia. Las implicaciones de los hallazgos están vinculadas con la enseñanza de los contenidos de metodología y alerta a los docentes sobre la necesidad de actuar para controlar esas percepciones

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