Actional perspective and academic self-efficacy in baccalaureate level: case study in a College of Sciences and Humanities
DOI:
https://doi.org/10.21814/rpe.41420Keywords:
academic self-efficacy; actional perspective; baccalaureate; gender; language teachingAbstract
Specific school actions under natural and everyday conditions can favorably influence the students' beliefs regarding their performance achievements. This position led to an investigation with the purpose of evaluating the impact of the actional perspective on the academic self-efficacy of high school students who took the subject of French I. The quantitative paradigm, under a pre-experimental pre-test/post-test design with a single group, guided the transectional case study. Data were collected before and after implementing a system of activities and tasks, for three units of the academic program, under the actional perspective, which is the distinctive methodology of the educational model in the Department of Languages of the College of Sciences and Humanities. 121 students participated, 67.8% female and 32.2% male, constituting the total number of people enrolled in French I. An inventory of academic self-efficacy with eighteen items and three dimensions made it possible to determine the level of beliefs of the students about their ability to be successful in school activities. The significant differences in the global self-efficacy scores, obtained in the pretest-posttest for related samples, allow us to conclude about the positive impact of the action perspective. The study contributes to ratifying the adoption of this perspective as a base methodological element for teaching foreign languages.
Downloads
References
Aggoun, S. (2024). The action-oriented perspective in language teaching: an innovative didactic approach. Langues & Cultures, 5(2), 334–348. https://doi.org/10.62339/jlc.v5i02.307
Akhavan, N. (2022). 75 tâches pour enseigner le français au fil des jours. Chenelière Education.
Bahja, C. R. (2022). En route pour le FLE ! - A2/B1. Editions Ellipses.
Bandura, A. (1995). Self-efficacy in changing societies. Cambridge University Press.
Blanco Vega, H., Ornelas Contreras, M., Aguirre Chávez, J. F., & Guedea Delgado, J. C. (2012). Autoeficacia percibida en conductas académicas: Diferencias entre hombres y mujeres. Revista Mexicana de Investigación Educativa, 17(53), 557–571. https://www.scielo.org.mx/pdf/rmie/v17n53/v17n53a11.pdf
Bonilla-Yucailla, D., Balseca-Acosta, A., Cárdenas-Pérez, M. J., & Moya-Ramírez, D. (2022). Inteligencia emocional, compromiso y autoeficacia académica. Análisis de mediación en universitarios ecuatorianos. Interdisciplinaria, 39(2), 249. https://doi.org/10.16888/interd.2022.39.2.16
Bourguignon, C. (2006). De l’ approche communicative à l’«approche communic-actionnelle»: une rupture épistémologique en didactique des langues-cultures. Synergies Europe, (1), 58–73. https://gerflint.fr/Base/Europe1/Claire.pdf
Burgos-Torre, K. S., & Salas-Blas, E. (2020). Procrastinación y Autoeficacia académica en estudiantes universitarios limeños. Propósitos Y Representaciones, 8(3), 1–16. https://doi.org/10.20511/pyr2020.v8n3.790
Cardona Zapata, L. (2022). Algunas consideraciones para el diseño de una unidad didáctica sobre el parlache en Medellín (Colombia). Lingüística Y Literatura, 43(81), 214–247. https://doi.org/10.17533/udea.lyl.n81a10
Clouet, R. (2010). El enfoque del Marco común Europeo de referencia para las lenguas: unas reflexiones sobre su puesta en práctica en las facultades de traducción e interpretación en España. RLA, Revista De Lingüística Teórica Y Aplicada, 48(2), 71–92. https://doi.org/10.4067/S0718-48832010000200004
Consejo de Europa. (2002). Marco común europeo de referencia para las lenguas: aprendizaje, enseñanza, evaluación. Ministerio de Educación, Cultura y Deporte; Instituto Cervantes. https://cvc.cervantes.es/ENSENANZA/biblioteca_ele/marco/cvc_mer.pdf
Dadandı, İ. (2023). Academic Self-Efficacy, Study Skills and Academic Achievement: A Serial Mediation Model. Research on Education and Psychology, 7(2), 291–306. https://doi.org/10.54535/rep.1342022
Escobar, M., Majewski, H. M., Qazi, M., & Rawajfih, Y. (2023). Self-efficacy in STEM. In R. J. Tierney, F. Rizvi & K. Ercikan (Eds.), International Encyclopedia of Education (4th Edition) (pp. 388–394). Elsevier. https://doi.org/10.1016/B978-0-12-818630-5.13049-0
Fakhrou, A., & Habib, L. H. (2021). The Relationship between Academic Self-efficacy and Academic Achievement in Students of the Department of Special Education. International Journal of Higher Education, 11(2), 1–12. https://doi.org/10.5430/ijhe.v11n2p1
Ford, C. J., Usher, E. L., Scott, V. L., & Chen, X. (2022). The ‘perfect’ lens: Perfectionism and early adolescents' math self‐efficacy development. British Journal of Educational Psychology, 93(1), 211-228. https://doi.org/10.1111/bjep.12550
Galleguillos Herrera, P. (2017). Construcción y validación de la escala Autoeficacia académica de los escolares (ACAES) en Viña del Mar, Chile [Tesis de Doctorado, Universidad de Granada]. https://mide.ugr.es/investigacion/tesis
González-Cantero, J. O., Morón-Vera, J. A., González-Becerra, V. H., Abundis-Gutiérrez, A., & Macías-Espinoza, F. (2020). Autoeficacia académica, apoyo social académico, bienestar escolar y su relación con el rendimiento académico en estudiantes universitarios. PSICUMEX, 10(2), 95–113. https://doi.org/10.36793/psicumex.v10i2.353
Hastuti, T. A., Purwanto, S., Gani, I., Kaloka, P. T., & Tanimoto, H. (2024). Self efficacy analysis of Yogyakarta middle school extracurricular martial arts trainers: gender and coaching license level. Retos, 58, 592–597. https://doi.org/10.47197/retos.v58.106839
Hernández Sampieri, R., & Mendoza Torres, C. P. (2018). Metodología de la investigación: las rutas cuantitativa, cualitativa y mixta. McGraw-Hill Interamericana.
Herrera Anaya, T. L., & Gutiérrez Carvajal, D. A. (2019). La puesta en práctica de la perspectiva accional: una forma de acercar a los estudiantes de FLE de la cultura francesa. Shimmering Words: Research and Pedagogy E-Journal, 8(1), 139–160. https://revistas.santototunja.edu.co/index.php/shimmering/article/view/1802
Herrera, J. (2016). Aproximación filosófica a la didáctica de las lenguas-culturas: la fenomenología en la perspectiva accional. Lenguaje, 44(2), 371–392. https://doi.org/10.25100/lenguaje.v44i2.4627
Josse, C., & Liria, P. (2023). Pratique révision A2: 680 exercices. Corrigés inclus. CLE International.
Kerby, D. S. (2014). The Simple Difference Formula: An Approach to Teaching Nonparametric Correlation. Comprehensive Psychology, 3(1), 1-9. https://doi.org/10.2466/11.IT.3.1
King, B. M., Rosopa, P. J., & Minium, E. W. (2018). Statistical reasoning in the behavioral sciences (7ª ed.). Wiley.
Luo, Q., Chen, L., Yu, D., & Zhang, K. (2023). The Mediating Role of Learning Engagement Between Self-Efficacy and Academic Achievement Among Chinese College Students. Psychology Research and Behavior Management, 16, 1533–1543. https://doi.org/10.2147/PRBM.S401145
Majidi, A. (2024). L’approche actionnelle : une méthodologie efficace pour l’apprentissage du français langue étrangère (fle) au maroc. Revue Internationale Du Chercheur, 5(3), 223-247. https://www.revuechercheur.com/index.php/home/article/view/1047
Mohammed Ismail, R., & Rasantha Kumar, N. S. (2023). Exploring the Effectiveness of Implementing the Action Oriented Approach in Improving English Language Skills Among ESL Learners: Teachers’
Perception. World Journal of English Language, 13(8), 546–557. https://doi.org/10.5430/wjel.v13n8p546
Panadero, E., Jonsson, A., & Botella, J. (2017). Effects of self-assessment on self-regulated learning and self-efficacy: Four meta-analyses. Educational Research Review, 22, 74–98. http://doi.org/10.1016/j.edurev.2017.08.004
Pardo Segura, M. (2014). Pedagogía de la acción en ambientes radiales para la enseñanza y el aprendizaje de la escritura y la lectura en francés. Lenguaje, 42(2), 315–359. https://doi.org/10.25100/lenguaje.v42i2.4991
Pedroza Mazuera, F. A. (2022). Le manuel de langue: besoins et attentes des enseignants de FLE. Çédille Revista De Estudios Franceses, (21), 389–416. https://doi.org/10.25145/j.cedille.2022.21.19
Puren, C. (2004). Del enfoque por tareas a la perspectiva co-accional. Porta Linguarum, (1), 31–36. https://doi.org/10.30827/Digibug.28348
Ramos Ramírez, J. C. (2021). Validación de un instrumento para medir la autoeficacia de estudiantes universitarios de Lima Metropolitana. Pesquimat, 24(1), 36-45. https://doi.org/10.15381/pesquimat.v24i1.20477
Rendón-Macías, M. E., Zarco-Villavicencio, I. S., & Villasís-Keever, M. Á. (2021). Métodos estadísticos para el análisis del tamaño del efecto. Revista Alergia México, 68(2), 128-136. https://doi.org/10.29262/ram.v658i2.949
Rojas Coloma, J. A., Suastí Cárdenas, R. I., & Zuñiga Delgado, M. S. (2023). Incidencia del enfoque accional para el desarrollo de las destrezas comunicativas en el aprendizaje de los idiomas inglés y francés. Prohominum, 5(4), 195–209. https://doi.org/10.47606/ACVEN/PH0219
Rondón Sánchez, K., Pineda Sánchez, C., & Rondón Alarcón, E. (2025). La perspectiva de Acción en la clase de Lenguas Extranjeras. Didáctica y Educación, 16(1), 61–74. https://revistas.ult.edu.cu/index.php/didascalia/article/view/1862
Rossi Valverde, R. M., & Rossi Ortiz, R. G. (2022). Grado de relación entre autoeficacia y rendimiento académico en una universidad privada. Revista Andina de Educación, 5(2), 1–9. https://doi.org/10.32719/26312816.2022.5.2.7
Rossi, T., Trevisol, A., dos Santos-Nunes, D., Dapieve-Patias, N., & Hohendorff, J. V. (2020). Perceived overall self-efficacy and motivation to learn in high school teenagers. Acta Colombiana de Psicología, 23(1), 264–271. https://doi.org/10.14718/ACP.2020.23.1.12
Saunders, J., Davis, L., Williams, T., & Williams, J. H. (2004). Gender differences in self perceptions and academic outcomes: A study of African-American high school students. Journal of Youth and Adolescence, 33, 81–90. https://doi.org/10.1023/A:1027390531768
Shala, D. S., Kurhasku, A., & Rexhepi, R. (2024). High School Students’ Academic Performance Concerning Social Responsibility and Self-Efficacy. Revista de Gestão Social e Ambiental, 18(7), e7541. https://doi.org/10.24857/rgsa.v18n7-137
Tang, L., & Zhu, X. (2024). Academic self-efficacy, grit, and teacher support as predictors of psychological well-being of Chinese EFL students. Frontiers in Psychology, 14, 1–15. https://doi.org/10.3389/fpsyg.2023.1332909
Troya Altamirano, C. A., Betancourt Rubio, E. C., & Caicedo Rodríguez, J. O. (2024). Relación entre la participación en proyectos integradores y la autoeficacia académica en estudiantes de medicina. Dilemas Contemporáneos: Educación, Política y Valores, (Ed. esp.), 1–17. https://doi.org/10.46377/dilemas.v12i.4460
Trujillo, W., & Gómez, M. (2019). La enseñanza de la gramática en lenguas extranjeras. Del método tradicional a la perspectiva accional. Paradigma, 40(1), 126 – 138. https://doi.org/10.37618/PARADIGMA.1011-2251.2019.p126 – 138
van Dinther, M., Dochy, F., & Segers, M. (2011). Factors affecting students’ self-efficacy in higher education. Educational Research Review, 6(2), 95–108. https://doi.org/10.1016/j.edurev.2010.10.003
Vittet, F. (2023). Pratique révision A1. 690 exercices avec règles. CLE International.
Weber, M., & Harzer, C. (2022). Relations between character strengths, school satisfaction, enjoyment of learning, academic self-efficacy, and school achievement: An examination of various aspects of positive schooling. Frontiers in Psychology, 13, 1–15. https://doi.org/10.3389/fpsyg.2022.826960
Williams, M. N., & Edwards, S. R. (2021). Conceptual replication of Seo (2008), “Self-efficacy as a mediator in the relationship between self-oriented perfectionism and academic procrastination”. Current Issues in Personality Psychology, 10(2), 98-111. https://doi.org/10.5114/cipp.2021.110948
Zimmerman, B. J. (2000). Self-Efficacy: An Essential Motive to Learn. Contemporary Educational Psychology, 25(1), 82–91. https://doi.org/10.1006/ceps.1999.1016
Zimmerman, B. J. (2008). Investigating Self-Regulation and Motivation: Historical Background, Methodological Developments, and Future Prospects. American Educational Research Journal, 45(1), 166–183. https://doi.org/10.3102/0002831207312909
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Joel Iglesias Marrero
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
1. The authors preserve their authorship and grant the Portuguese Journal of Education the right to the first publication. The work is licensed under Creative Commons Attribution License that allows sharing the work with the acknowledgment of initial authorship and publication in this Journal.
2. The authors have the right to take additional contracts separately, for non-exclusive distribution of the published version of their work (e.g. to deposit in an institutional repository or as a book chapter), acknowledging the initial authorship and publication in this Journal.
3. The authors have the permission and are stimulated to post their work online (e.g. in an institutional repository or on their personal website). They can do this at any phase of the editorial process, as it may generate productive changes, as well as increase impact and article citation (see The Open Citation Project).
The work is licensed under Attribution-ShareAlike 4.0 International (CC BY-SA 4.0)
