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López Vargas, O., & Valencia Vallejo, N. G. (2012). Individual differences in the development of self-efficacy and academic achievement: the effect of a computational structure. Acta Colombiana De Psicología, 15(2), 29–41. Retrieved from

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This research examines the relationship between self-efficacy, cognitive style and academic achievement of high school students during the interaction with a hypermedia environment to learn geometric transformations in the plane under three contrasting conditions: a) presence or absence of a self-regulatory structure in the software, b) learning individually or in pairs, and c) cognitive style in the dimension of field independence/dependence. Participants were 140 tenth grade students from four class groups of a high school at Soacha, Cundinamarca - Colombia. The research used a 2x2x3 factorial design, with pre-formed groups. A MANCOVA analysis was performed which showed significant effects on self-efficacy and academic achievement due to the presence of a self-regulatory structure and work in pairs.



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