Examinando por Autor "Herrera, Camilo"

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    Exploring the relationship between L2 language proficiency, language learning strategies, and self-efficacy: Evidence from chilean classrooms
    (Universidad Politecnica de Valencia., 2022) Cancino, Marco; Arenas, Renata; Herrera, Camilo
    Language learning strategy (LLS) use and L2 self-efficacy (SE) have been regarded as crucial for the development of learners of a second language (Rose et al., 2018). Although the relationship between these two variables has been addressed in the literature, scant attention has been given to how L2 language proficiency is related to both constructs in EFL contexts. Therefore, the present quantitative study gathered questionnaire data to characterize the relationship between the LLSs, SE perceptions, and L2 language proficiency of 47 adult EFL learners at a Chilean university. Results revealed significant strong correlations between speaking SE and cognitive strategies, as well as between writing SE and memory strategies. Weak but significant correlations were found between language proficiency and receptive skills (listening and writing SE). Pedagogical implications refer to the ways in which EFL teachers can increase their learners' use of metacognitive strategies and increase their SE. © 2022 Universitat Politecnica de Valencia. All rights reserved.
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    Perceived Collective School Efficacy Mediates the Organizational Justice Effect in Teachers’ Subjective Well-Being
    (MDPI, 2022-09) Herrera, Camilo; Torres-Vallejos, Javier; Martínez-Líbano, Jonathan; Rubio, Andrés; Céspedes, Cristian; Oyanedel, Juan Carlos; Acuña, Eduardo; Pedraza, Danae
    Trust and team communication are central aspects for the achievement of both individual and common goals, which affect not only work efficiency but also the well-being of its members. In addition, organizational justice could affect these indicators, as well as the perception of collective efficacy within organizations, in this case, schools. The purpose of this study was to analyze the effect of organizational justice on teachers’ subjective well-being, and how this is affected/mediated by collective efficacy. We worked with a sample of 693 teachers across Chile. Multiple mediation analysis was carried out, where the latent variables of the study were estimated (subjective well-being, organizational justice, and two dimensions of collective efficacy). The results indicate that there is full mediation of the collective efficacy dimensions between the predictor–criterion relationship. Our findings allow us to hypothesize that perceptions of collective efficacy are central to explaining well-being as an intrinsic factor. © 2022 by the authors.
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    Psychometric properties of the Collective Efficacy Scale Short-Form in Chilean teachers
    (Frontiers Media S.A., 2022-10) Herrera, Camilo; Torres-Vallejos, Javier; Martínez-Libano, Jonathan
    Background: The Collective Efficacy Scale Short-Form (CES-SF) is a short and reliable instrument that assesses collective efficacy in schools at a group level. Previous research has shown a two-factor structure considering the perception of the group competence about their teaching capabilities and task analysis that refers to the opportunities inherent to a specific task. However, there is no conclusive evidence that collective efficacy corresponds to a two-factor model or single-factor structure. Methods: A cross-sectional research was conducted on a 693 sample of teachers (Mage = 39.4; SD = 11.8) from schools in the 16 regions of Chile. They were assessed using the CES-SF, Personal Well-being Index, Social Well-Being Scale, and satisfaction with the school. Exploratory and confirmatory factor analyses were used to assess the construct validity of the CES-SF. Results: The CES-SF showed mixed results about its construct validity. Best fit has been found to retain two new factors (opportunities and challenges for collective efficacy) with eight items each, yielding a McDonald’s ω of 0.803. Convergent validity was also established. Conclusion: The psychometric results suggest that a two-factor structure for the CES-SF is a valid and reliable measure for this construct for Chilean teachers. However, collective efficacy might not strongly relate to subjective wellbeing but to school-context variables. Copyright © 2022 Herrera, Torres-Vallejos and Martínez-Libano.