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Motivation and Learning Strategies in Universidad de Caldas’ Students

Motivación y estrategias de aprendizaje en estudiantes de la Universidad de Caldas

dc.creatorMontoya, Diana Marcela
dc.creatorDussán Lubert, Carmen
dc.creatorTaborda Chaurra, Javier
dc.creatorNieto Osorio, Luz Stella
dc.date2018-12-07
dc.date.accessioned2020-02-12T20:01:13Z
dc.date.available2020-02-12T20:01:13Z
dc.identifierhttps://revistas.libertadores.edu.co/index.php/TesisPsicologica/article/view/856
dc.identifier.urihttp://test.repositoriodigital.com:8080/handle/123456789/75
dc.descriptionThis research describes the behavior of students of a Colombian university before a validated test from which you can measure motivational components and use of learning strategies in the subjects. The correlation of subcategories between a scale of motivation and a scale of learning strategies was analyzed in order to establish the type of associations that could happen. 547 students from different undergraduate programs of the University of Caldas, took the Questionnaire of Motivation and Learning Strategies (CMEA). Positive correlation was found between orientation to intrinsic goals with orientation to extrinsic goals, value of the task and self-efficacy for learning; orientation to extrinsic goals with task value, control beliefs, self-efficacy for learning and test anxiety; value of the task with self-efficacy for learning and control beliefs with anxiety before the exams. All the items of the learning strategies scale (less the regulation of effort) are correlated in a positive way, effort regulation was not associated to the learning with elaboration. likewise, when the items of the motivation scale and the learning strategies were crossed, the associations were direct in most cases once again, except for control beliefs against organization and control beliefs against peer learning.en-US
dc.descriptionLa presente investigación describe el comportamiento de estudiantes de una universidad colombiana ante una prueba validada a partir de la cual se pueden apreciar componentes motivacionales y uso de estrategias de aprendizaje en los sujetos. Se analizó la correlación de subcategorías entre una escala de motivación y una escala de estrategias de aprendizaje, a fin de establecer el tipo de asociaciones que pudieran darse. Participaron en la investigación 547 estudiantes de diferentes programas de pregrado de la Universidad de Caldas, a los cuales se les aplicó el Cuestionario de Motivación y Estrategias de Aprendizaje (CMEA). Se encontró correlación positiva entre orientación a metas intrínsecas con orientación a metas extrínsecas, valor de la tarea y autoeficacia para el aprendizaje; orientación a metas extrínsecas con valor de la tarea, creencias de control, autoeficacia para el aprendizaje y ansiedad ante los exámenes; valor de la tarea con autoeficacia para el aprendizaje y creencias de control con ansiedad ante los exámenes. Todos los ítems de la escala de estrategias de aprendizaje (menos la regulación del esfuerzo) se correlacionan entre ellos de manera positiva, la regulación del esfuerzo no se asoció al aprendizaje con elaboración. Así mismo, cuando se cruzaron los ítems de la escala de motivación y de las estrategias de aprendizaje, nuevamente las asociaciones fueron directas en la mayoría de los casos, excepto para creencias de control contra organización y creencias de control contra aprendizaje con compañeros.es-ES
dc.formatapplication/pdf
dc.languagespa
dc.publisherFundación Universitaria Los Libertadoreses-ES
dc.relationhttps://revistas.libertadores.edu.co/index.php/TesisPsicologica/article/view/856/831
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dc.rightsDerechos de autor 2018 Tesis Psicológicaes-ES
dc.sourceTesis Psicológica; Vol. 13 Núm. 1 (2018): Apuestas investigativas en escenarios de conflicto; 1-23es-ES
dc.source2422-0450
dc.source1909-8391
dc.titleMotivation and Learning Strategies in Universidad de Caldas’ Studentsen-US
dc.titleMotivación y estrategias de aprendizaje en estudiantes de la Universidad de Caldases-ES
dc.typeinfo:eu-repo/semantics/article
dc.typeinfo:eu-repo/semantics/publishedVersion


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