Efecto de la Motivación sobre la Profundidad en los Procesos de Estudio en Universitarios de Formación en Pedagogía
Bibliographic Data
| ID | 12871302 |
|---|---|
| Authors | Jorge A Salgado (Motiva (Finland), corresponding author), Francisco José Lería Dulčić (0000-0001-6326-2567, University of Atacama), María E Pilar Franco, Ximena R Gajardo (Motiva (Finland)), María Verónica Olivares (University of Atacama) |
| Year | 2017 |
| Volume | 15.4 |
| Publication date | 2017-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | REICE Revista Iberoamericana sobre Calidad Eficacia y Cambio en Educación (JOURNAL) |
| Journal identifiers | ISSN: 1696-4713 • E-ISSN: 1696-4713 |
| Publisher | Servicio de Publicaciones de la Universidad Autonoma de Madrid (PUBLISHER) |
| DOI | 10.15366/reice2017.15.4.005 |
| OpenAlex | W2757684687 |
| Language | ES |
| References cited | 35 |
The objective of the research is to analyze the association between motivation and motivation’s profiles with the learning approaches (superficial and deep) and some sociodemographic variables. Participated 201 students from a public university, belonging to four studies in Pedagogy that completed the Scale of Academic Motivation (ema), Study Processes (r-cpe-2f); and a sociodemographic survey ad doc. A cross-sectional associative-comparative strategy was used. The results indicated the existence of positive relations between the Amotivation and the superficial study processes. Differences were found according to sex in the Amotivation, External and Identified Regulation, and in the Approach and Superficial Strategy, being the highest means in men. Two motivational profiles were determined, one with low scores on intrinsic and extrinsic motivation, and the second with high scores on Achievement Motivation and Introjected Regulation. Differences were found in the Deep Learning Approach, the highest means being in the Cluster 2. Multiple regression analyzes showed that Intrinsic Motivation (mi) to Stimulating Experiences and Achievement, predict 41% of the variability in the Deep Approach; and Amotivation and mi to Knowledge predict 28% for Superficial Approach
Amotivation · Humanities · Intrinsic motivation · Political science · Public university · Educational Innovations and Technology · Educational Methods and Psychological Studies · Educational Outcomes and Influences · Philosophy · Psychology · Social Psychology
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| Citation velocity | historical |
|---|---|
| Highly cited | No |