000109429 001__ 109429
000109429 005__ 20230519145516.0
000109429 0247_ $$2doi$$a10.1007/s10639-021-10827-2
000109429 0248_ $$2sideral$$a125582
000109429 037__ $$aART-2021-125582
000109429 041__ $$aeng
000109429 100__ $$0(orcid)0000-0002-9928-7317$$aLópez-Crespo, Ginesa$$uUniversidad de Zaragoza
000109429 245__ $$aThe educational e-portfolio: preliminary evidence of its relationship with student\u2019s self-efficacy and engagement
000109429 260__ $$c2021
000109429 5060_ $$aAccess copy available to the general public$$fUnrestricted
000109429 5203_ $$aThe educational use of portfolios has been increasing in the last few years, especially as technology has also developed electronic versions of portfolios. Although there is abundant information about their benefits and practice description, few studies provide empirical evidence of their implementation. The objective of this study was to provide initial evidence about the use of the portfolio in higher education. Concretely, we aimed 1) to explore the correlation between students’ performance on the portfolio and their performance on more traditional assessment methods 2) to explore whether student’s personal variables predict performance in key elements of the e-portfolio, such as individual reflections, and if these contribute to general academic performance in the course, and 3) to evaluate whether the use of the e-portfolio during a semester changes the students’ self-efficacy and engagement. For this purpose, an initial sample of 73 students were recruited, and an e-portfolio (based on Mahara) was implemented over a semester. The results showed that performance on the portfolio correlated with the score obtained on multiple choice tests. There was an increase in self-efficacy after one semester of e-portfolio implementation, and engagement proved to be an important predictor of the final course grade through the mediation of individual reflections. These results offer preliminary and promising evidence about the relationship of a specific element of e-portfolios, individual reflections with several variables related to academic achievement such as self-efficacy and engagement.
000109429 536__ $$9info:eu-repo/grantAgreement/ES/UZ/PIIDUZ-19-098$$9info:eu-repo/grantAgreement/ES/UZ/PIIDUZ-19-110
000109429 540__ $$9info:eu-repo/semantics/openAccess$$aby$$uhttp://creativecommons.org/licenses/by/3.0/es/
000109429 590__ $$a3.666$$b2021
000109429 592__ $$a1.055$$b2021
000109429 594__ $$a6.6$$b2021
000109429 591__ $$aEDUCATION & EDUCATIONAL RESEARCH$$b62 / 270 = 0.23$$c2021$$dQ1$$eT1
000109429 593__ $$aE-learning$$c2021$$dQ1
000109429 593__ $$aEducation$$c2021$$dQ1
000109429 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000109429 700__ $$0(orcid)0000-0001-5990-1266$$aBlanco-Gandía, M. Carmen$$uUniversidad de Zaragoza
000109429 700__ $$0(orcid)0000-0002-0242-5972$$aValdivia-Salas, Sonsoles$$uUniversidad de Zaragoza
000109429 700__ $$0(orcid)0000-0002-4732-6417$$aFidalgo, Camino$$uUniversidad de Zaragoza
000109429 700__ $$0(orcid)0000-0002-6112-9639$$aSánchez-Pérez, Noelia$$uUniversidad de Zaragoza
000109429 7102_ $$14009$$2735$$aUniversidad de Zaragoza$$bDpto. Psicología y Sociología$$cÁrea Psicolog.Evolut.Educac
000109429 7102_ $$14009$$2680$$aUniversidad de Zaragoza$$bDpto. Psicología y Sociología$$cÁrea Person.Eval.Trat.Psicoló.
000109429 773__ $$g27 (2021), 5233–5248$$pEduc. inf. technol.$$tEDUCATION AND INFORMATION TECHNOLOGIES$$x1360-2357
000109429 8564_ $$s802080$$uhttps://zaguan.unizar.es/record/109429/files/texto_completo.pdf$$yVersión publicada
000109429 8564_ $$s1359665$$uhttps://zaguan.unizar.es/record/109429/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000109429 909CO $$ooai:zaguan.unizar.es:109429$$particulos$$pdriver
000109429 951__ $$a2023-05-18-15:16:19
000109429 980__ $$aARTICLE