2. The master of education from the University of
Quintana Roo is designed to provide specialization to
those students who want to teach English or
implement technology in their classrooms, but as a
master program, it would be incomplete without
aiming to teach how to do research.
3. Self-efficacy is defined by Bandura (1997) as the beliefs
in one´s capabilities to organize and execute the
courses of action required to produce given
attainments. Many studies have focused on measuring
the research self-efficacy but none has been found
approaching it from a qualitative design.
4. Not only this study could contribute to the research
done in the university because of its novelty, it is also
concerned with a crucial aspect of the formation of the
master student which is the conduction of research.
This study could be very valuable at exploring the
procedures and experiences under which this takes
place because the results might raise questions as well
as propose solutions towards the improvement of this
phenomenon.
5. To understand the master students´ experiences about
the development of the research in self-efficacy that
they have had throughout the completion of their
major and especially their master.
6. How do the master students feel, experience, live research
as a means of obtaining the master´s degree?
And the sub questions:
What are the participants´ experiences in research?
What are the stories that can be told from these
experiences?
What are the turning points in these stories?
How their perception about their self-efficacy in research
has evolved?
What are some theories that relate to these individuals´
lives?
7. As an essential construct of his social cognitive theory,
Bandura (1997) defines the perceived self-efficacy as
the beliefs in one´s capabilities to organize and
execute the courses of action required to produce
given attainments. In other words, it is not concerned
with the actual ability that one has to achieve a goal
but with their beliefs of how well one can perform a
task. It is about the belief of what one can do under
different circumstances with whatever skills one
possesses.
8. Self-efficacy applied to this study would then be linked
to the beliefs of how well the students from the master
can perform tasks such as reviewing literature, citing
properly, and writing up their findings. For instance,
when carrying out one of these tasks for the thesis, a
student with high self-efficacy could perform them
as if they were homework from another subject. A
student with low self-efficacy, on the other hand,
might feel stressed or worried because of the
importance of the thesis, the deadlines and the
workload and could attribute those feelings to his
incompetence which will probably lead to failure.
9. Most of the studies involving research self-efficacy are
focused on measuring it by means of the different
scales that have been developed like the RSES and the
SERM. Authors such as Unrau and Beck (2004) and
Lane, Devonport and Horrell (2004) concluded not
only that research self-efficacy should be promoted in
the curriculum but also that it can be enhanced
through it. These studies, however, have a quantitative
approach so they did not explore self-efficacy
development.
10. Qualitative research, on the other hand, has been
focused on exploring the socialization of doctors. Even
though authors like Moreno (2010) and Shawm,
Holbrook, Scevak and Bourke (2008) carried out
studies within educational programs, they do not
include research self-efficacy and its development in
their work except from Baltes, Hoffman-Kipp, Lynn
and Weltzer-Ward (2010). Besides, most of the studies
analyzed doctoral programs so self-efficacy in research
during master level appears to have been ignored and
to be needed.
11.
12. 8 students from the Master in Education
2 men and 6 women
14. Interviews will be one-on-one
They will be recorded to later be transcribed
Two or three interviews will be conducted to every
participant
15. The interviews should be transcribed for a better
analysis.
In the analysis, I will be looking for codes, themes,
patterns.
The results will be presented in a narration and
arranged chronologically.
16. To avoid subjectivity it would be good:
To have someone like my supervisor checked it
To have someone external to the study checked it
To ask the participants to check the final work so as to
confirm that what is written is what they meant at the
interviews.
17. Baltes, B., Hoffman-Kipp, P., Lynn, L., & Weltzer-Ward, L. (2010). Students
research self-efficacy during online doctoral research courses.
Contemporary Issues In Education Research, 3 (3) 51-58. Retrieved from
http://journals.cluteonline.com/index.php/CIER/index
Bandura, A. (1977). „Self-efficacy: Toward a unifying theory of behavior
change. Psychological Review, 84, pp. 191-215
Betz, N. (2007). Career self-efficacy: exemplary recent research and
emerging directions. Journal of Career Assessment, 15 (4), 403-422. doi:
10.1177/1069072707305759
Brown, S. D., Lent, R. W., Ryan, N. E., & McPartland, E. B. (1996). Self-
efficacy as an intervening mechanizing between research training
environments and scholarly productivity: a theoretical and methodological
extension. The counseling psychologist, 24, 535-544.
Büyüköztürk, S., Atalayb, K., Sozgunc, Z., & Kebapç, Ş. (2011). The
development of research self-efficacy scale. Cypriot Journal of Educational
Sciences, 6 (1), 22-29. Retrieved from http://www.world-educationcenter.org/index.php/cjes
18.
Forester, M., Kahn, J. H., & Hesson-McInnis, M. S. (2004). Factor structures of three
measures of research self-efficacy. Journal of Career Assessment, 12 (1), 3-16. doi:
10.1177/1069072703257719
Grediaga, K. (2012). Socialización de la nueva generación de investigadores en
México. México, D.F.:ANUIES, Dirección de Medios Editoriales
Jairam, D., & Kahl, D. V. (2012). Navigating the Doctoral Experience: The Role of
Social Support in Successful Degree Completion. International journal of doctoral
studies, 7 (2012), 311-329. Retrieved from
http://www.informingscience.us/icarus/journals/ijds/
Lane, A.M., Devonport, T. J. & Horrell, A. (2004). Self-Efficacy and Research Methods.
Journal of Hospitality, Leisure, Sport and Tourism Education, 3 (2), 25-37.
doi:10.3794/johlste.32.59
Lev, E. L., Kolassa, J., & BakkenL.L. (2010).Faculty mentors’ and students’
perceptions of students’ research self-efficacy. Nurse Education Today, 30 (2010),
169–174. doi:10.1016/j.nedt.2009.07.007
Mathews I. G. (2005). Self Efficacy: A Review. ABAC Journal, 25 (2), 1-4. Retrieved
from http://www.journal.au.edu/abacjournal_index.html
19. Moreno, M. G. (2010). Historias de formación para la investigación en
doctorados en educación. Mexico: Plaza y Valdés
Shah, M., & Grebennikov, L. (2008). Enhancing the Research Student
Experience at University. Proceedings of the Australian Universities Quality
Forum 2008. Australia.
Shaw, K., Holbrook, A., Scevak, J., & Bourke, S. (2008). The response of
pre-service teachers to a compulsory research project. The Australian
Educational Researcher, 35 (3), 89- 109. Retrieved from
http://link.springer.com/journal/13384
Shivy, V. A., Worthington E. L., Wallis, A. B., & Chris Hogan, C. (2003).
Doctoral research training environments (RTEs): Implications for the
teaching of psychology. Teaching of Psychology, 3 (4), 297-302. doi:
10.1207/S15328023TOP3004_03
Unrau, Y., & Beck, A. (2004). Increasing research self-efficacy among
students in professional academic programs. Innovative Higher Education,
28 (3), 187-204. Retrieved from http://link.springer.com/journal/10755
20. Actividades
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Redacción del proyecto
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marco X
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teórico
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