<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0123-9155</journal-id>
<journal-title><![CDATA[Acta Colombiana de Psicología]]></journal-title>
<abbrev-journal-title><![CDATA[Act.Colom.Psicol.]]></abbrev-journal-title>
<issn>0123-9155</issn>
<publisher>
<publisher-name><![CDATA[Universidad Catolica de Colombia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0123-91552020000100264</article-id>
<article-id pub-id-type="doi">10.14718/acp.2020.23.1.12</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Perceived overall self-efficacy and motivation to learn in high school teenagers]]></article-title>
<article-title xml:lang="es"><![CDATA[Autoeficacia general percibida y motivación para aprender en adolescentes de educación media]]></article-title>
<article-title xml:lang="pt"><![CDATA[Autoeficácia geral percebida e motivação para aprender em adolescentes do Ensino Médio]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rossi]]></surname>
<given-names><![CDATA[Tainá]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Trevisol]]></surname>
<given-names><![CDATA[Aline]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos-Nunes]]></surname>
<given-names><![CDATA[Daniela dos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Dapieve-Patias]]></surname>
<given-names><![CDATA[Naiana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hohendorff]]></surname>
<given-names><![CDATA[Jean Von]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,IMED  ]]></institution>
<addr-line><![CDATA[Rio Grande del Sur ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,IMED  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af3">
<institution><![CDATA[,IMED  ]]></institution>
<addr-line><![CDATA[Rio Grande del Sur ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade Federal de Santa Maria  ]]></institution>
<addr-line><![CDATA[Rio Grande del Sur ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,IMED  ]]></institution>
<addr-line><![CDATA[Rio Grande del Sur ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2020</year>
</pub-date>
<volume>23</volume>
<numero>1</numero>
<fpage>264</fpage>
<lpage>271</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0123-91552020000100264&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0123-91552020000100264&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0123-91552020000100264&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Self-efficacy is the belief each one has about their performance abilities. Motivation to learn is considered an important construct that encourages individuals to perform their tasks. This study aimed to verify the correlation between self-efficacy and intrinsic and extrinsic motivation in teenagers, investigating potential differences related to gender and age - younger (14 to 16 years) and older (17 to 19 years) teenagers. 296 adolescents from 14 to 19 years old (M=16.03; SD=0.96) participated in the study, 57% female, 66% were students from public schools and 34% from private schools. The instruments used were: a sociodemographic data questionnaire, the Perceived General Self-Efficacy Scale and the Scale for Evaluation of Motivation to Learn for high school students. Descriptive analyses, Pearson correlation and Student's t-test for independent samples were performed. The results indicated a positive correlation between self-efficacy and intrinsic motivation, and a negative correlation between self-efficacy and extrinsic motivation. Girls showed higher averages in intrinsic motivation and boys higher averages in extrinsic motivation. Male participants achieve higher means of self-efficacy when compared to girls, and there was no statistically significant difference regarding age. The establishing of strategies in schools is important, once self-efficacy and motivation can interfere in the teenagers' learning process.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La autoeficacia se refiere a las creencias que cada individuo tiene acerca de sus propias capacidades para ejecutar una tarea, mientras que la motivación para aprender se considera un constructo de notoria importancia debido a que estimula al individuo a realizar sus tareas. Teniendo en cuenta estos dos conceptos, el objetivo de este estudio fue identificar la correlación entre la autoeficacia y la motivación intrínseca y extrínseca en adolescentes por medio de un análisis de las posibles diferencias en las medias por género y por franjas etarias -adolescentes de 14 a 16 años y de 17 a 19 años-. En total, participaron 296 adolescentes de 14 a 19 años (M = 16.03; DE = .96) -57 % de género femenino-, estudiantes de educación media de escuelas públicas (66 %) y privadas (34 %). Específicamente, se utilizó una ficha de datos sociodemográficos, la Escala de Autoeficacia General Percibida (EAGP) y la Escala de Motivación para Aprender (EMA-EM), instrumentos con los que se realizó un análisis de correlación de Pearson y el test t de Student para muestras independientes. Como resultados, se observó una correlación positiva entre la autoeficacia y la motivación intrínseca, una correlación negativa entre la autoeficacia y la motivación extrínseca, medias más altas para la motivación intrínseca en las mujeres y para la motivación extrínseca en los hombres, y medias más altas en autoeficacia en los hombres. No se encontraron diferencias estadísticamente significativas entre las franjas etarias. Con esto, resulta fundamental establecer estrategias para las escuelas que tengan en cuenta que la autoeficacia y la motivación pueden interferir en el proceso de aprendizaje de los adolescentes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A autoeficácia diz respeito às crenças que cada indivíduo tem sobre suas capacidades de desempenho. Já a motivação para aprender é considerada um construto importante que estimula o indivíduo a realizar suas tarefas. Neste estudo, objetivou-se verificar a correlação entre autoeficácia e motivação intrínseca e extrínseca em adolescentes, investigando possíveis diferenças nas médias por gênero e faixas etárias distintas -adolescentes mais novos (de 14 a 16 anos) e mais velhos (de 17 a 19 anos). Participaram do estudo 296 adolescentes de 14 a 19 anos (M = 16.03; DP = 0.96), 57 % do gênero feminino, estudantes de Ensino Médio de escolas públicas (66 %) e privadas (34 %). Foram utilizadas uma ficha de dados sociodemográficos, a Escala de Autoeficácia Geral Percebida e a Escala de Motivação para Aprender. Análises descritivas, correlação de Pearson e teste t de Student para amostras independentes foram realizados. Houve correlação positiva entre autoeficácia e motivação intrínseca, e correlação negativa entre autoeficácia e motivação extrínseca, sendo que as meninas apresentaram médias mais altas na motivação intrínseca e os meninos médias mais altas na motivação extrínseca. Os adolescentes do gênero masculino obtiveram maiores médias de autoeficácia quando comparados com as meninas, e não houve diferença estatisticamente significativa quanto às faixas etárias dos adolescentes. Portanto, estabelecer estratégias nas escolas é fundamental, uma vez que a autoeficácia e a motivação podem interferir no processo de aprendizagem dos adolescentes.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[self-efficacy]]></kwd>
<kwd lng="en"><![CDATA[teenagers]]></kwd>
<kwd lng="en"><![CDATA[high school]]></kwd>
<kwd lng="en"><![CDATA[intrinsic motivation]]></kwd>
<kwd lng="en"><![CDATA[extrinsic motivation]]></kwd>
<kwd lng="es"><![CDATA[autoeficacia]]></kwd>
<kwd lng="es"><![CDATA[adolescentes]]></kwd>
<kwd lng="es"><![CDATA[educación media]]></kwd>
<kwd lng="es"><![CDATA[motivación intrínseca]]></kwd>
<kwd lng="es"><![CDATA[motivación extrínseca]]></kwd>
<kwd lng="pt"><![CDATA[autoeficácia]]></kwd>
<kwd lng="pt"><![CDATA[adolescentes]]></kwd>
<kwd lng="pt"><![CDATA[Ensino Médio]]></kwd>
<kwd lng="pt"><![CDATA[motivação intrínseca]]></kwd>
<kwd lng="pt"><![CDATA[motivação extrínseca]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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