¿La utilidad percibida de la rúbrica aumenta la confianza del orador? Un estudio en asignaturas de organización de empresas
DOI:
https://doi.org/10.35564/jmbe.2025.0015Palabras clave:
autoevaluación, confianza, comunicación verbal, universidad, rúbricaResumen
En un contexto académico real, tomando como referencia el aula, esta investigación analiza la utilidad que los estudiantes de dos titulaciones universitarias otorgan a una rúbrica para preparar presentaciones orales. Asimismo, evalúa el efecto que la utilidad de la rúbrica tiene sobre la relación entre la confianza como orador y la autoevaluación de la competencia en presentaciones orales. Esta investigación se realizó con una muestra de 202 estudiantes universitarios de asignaturas de Organización de Empresas de dos titulaciones universitarias: Relaciones Laborales y Gestión de Recursos Humanos e Ingeniería Civil. En ambos casos, los alumnos debían realizar una exposición oral sobre un tema seleccionado por el profesor. Un mes antes de la presentación en el aula, se pidió a los estudiantes que cumplimentaran un cuestionario y se les proporcionó una rúbrica. Por último, tras la presentación oral, cada alumno calificó su actuación global. Para analizar los datos, se aplicó el análisis de componentes con rotación varimax, el análisis de correlación y el análisis de regresión jerárquica. Los resultados muestran que cuanto mayor es la utilidad percibida de la rúbrica, mayor es la influencia de la confianza como orador en la autoevaluación de la realización de presentaciones orales. La rúbrica es útil para orientar la preparación de la presentación oral, aunque parece que la percepción de utilidad es mayor en las alumnas que en los alumnos. Desde una perspectiva teórica, los hallazgos indican que, cuando los estudiantes perciben la rúbrica como una herramienta de orientación creíble y fiable, se observa una mayor correspondencia entre sus habilidades percibidas y las calificaciones que se otorgan a sí mismos. Desde el punto de vista práctico, ofrecer oportunidades de discusión entre estudiantes y profesores sobre los estándares de la rúbrica puede mejorar las habilidades de comunicación oral.
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