Relaciones entre aprensión y autoeficacia comunicativa en los estudiantes de contaduría en México
DOI:
https://doi.org/10.17533/udea.rc.n72a03Palabras clave:
aprensión comunicativa, autoeficacia comunicativa, barreras para el desarrollo de habilidades, contabilidad, MéxicoResumen
La contabilidad es una actividad íntimamente ligada a la comunicación. La relevancia de las capacidades comunicativas ha sido resaltada por gran número de instituciones académicas y profesionales con el apoyo de los resultados de la investigación, concluyendo que son esenciales para un adecuado desempeño de las tareas profesionales. Sin embargo, los esfuerzos educativos para su desarrollo no parecen tener éxito, debido, en parte, a la barrera que crea la aprensión comunicativa (CA). Una posible forma de aliviar esa barrera es mejorando las percepciones de autoeficacia en comunicación (CSE) de los estudiantes, dado el vínculo que existe entre autoeficacia y aprensión, constatado por la investigación. En esa línea, el propósito de este trabajo es investigar si el vínculo entre CA y CSE también está presente en estudiantes latinoamericanos de contabilidad, población en la que no se ha estudiado esta cuestión. Para ello se distribuyó en clase una batería de cuestionarios ya utilizados en la literatura a una muestra de alumnos iniciales de contabilidad de una universidad pública mexicana. Los resultados obtenidos, usando la misma metodología que los referentes internacionales arrojaron resultados muy similares de correlaciones negativas entre los puntajes CA y CSE. Por lo tanto, el patrón de relaciones no se ve afectado culturalmente, sino que está presente en estudiantes de diferentes contextos, lo que, como implicación, sugiere que las experiencias exitosas de mejora de la CSE y reducción de la CA podrían ser transferibles.
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