Las metas académicas en relación con las estrategias de autorregulación motivacional de valor

José Manuel Suárez, Ana Patricia Fernández, Ángela Zamora


Texto completo

HTML (English) PDF

DOI

https://doi.org/10.24320/redie.2018.20.2.1689


Resumen


Los beneficios del aprendizaje autorregulado han sido confirmados; sin embargo, sigue pendiente la investigación sobre la autorregulación motivacional. En este trabajo se analizó la utilización de las estrategias de exaltación del valor de consecución y de valoración del coste en 821 estudiantes de Secundaria. Los resultados muestran que las dos estrategias son utilizadas de forma considerable por los estudiantes y que correlacionan positivamente entre sí; se obtienen diferencias en la estrategia de valoración del coste a favor de las mujeres y una mayor utilización de las estrategias se asocia a un grupo distinto de múltiples metas. Los resultados también permitieron elaborar un modelo general explicativo de estas estrategias en función de las metas académicas y de la autoeficacia independientemente del sexo o grupo de múltiples metas de los estudiantes.

Palabras clave


Self motivation, learning, student motivation, academic goals.

Referencias


Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Cambridge University Press.

Berger, J. (2012). Uncovering vocational students’ multiple goal profiles in the learning of professional mathematics: Differences in learning strategies, motivational beliefs and cognitive abilities. Educational Psychology, 32(4), 405-425. doi:10.1080/01443410.2012.674663

Clarke, I. E., & Maccann, C. (2016). Internal and external aspects of self-handicapping reflect the distinction between motivations and behaviours: Evidence from the Self-handicapping Scale. Personality and Individual Differences, 100, 6-11. doi:10.1016/j.paid.2016.03.080

Cohen, J. (1990). Things I have learned (so far). American Psychologist, 45(12), 1304-1312.

doi:10.1037/0003-066x.45.12.1304

Darnon, C., Dompnier, B., Gilliéron, O., & Butera, F. (2010). The interplay of mastery and performance goals in social comparison: A multiple-goal perspective. Journal of Educational Psychology, 102(1), 212-222. doi:10.1037/a0018161

DiFrancesca, D., Nietfeld L. J, & Cao, L. (2016). A comparison of high and low achieving students on self-regulated learning variables. Learning and Individual Differences, 45, 228-236. doi.org/10.1016/j.lindif.2015.11.010

Elliot, A. J., & Church, M. A. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 72(1), 218-232.

Eronen, S., Nurmi, J. E., & Salmela-Aro, K. (1998). Optimistic, defensive-pessimistic, impulsive and self-handicapping strategies in university environments. Learning and Instruction, 8(2), 159-177.

doi: 10.1016/s0959-4752(97)00015-7

Fernández, A. P., Anaya, D. & Suárez, J. M. (2012a). Motivation features and motivational self-regulatory strategies in the middle school students. Revista Psicodidáctica, 17(1), 95-111.

Fernández, A. P., Anaya, D. & Suárez, J. M. (2012b). Niveles motivacionales en los estudiantes de Secundaria y su discriminación en función de las estrategias motivacionales [Motivational levels in high school students and their discrimination in terms of motivational strategies]. Revista Española de Orientación y Psicopedagogía, 23(1), 50-65.

Gibson, B., & Sachau, D. (2000). Sandbagging as a self-presentational strategy: Claiming to be less than you are. Personality and Social Psychology Bulletin, 26(1), 56-70. doi:10.1177/0146167200261006

Hyunjoo, L. (2012). Effects of goal relations on self-regulated learning in multiple goal pursuits: Performance, the self-regulatory process, and task enjoyment. Asia Pacific Education Review, 13(2), 369-386. doi:10.1007/s12564-012-9216-y

Isaacson, R., & Fujita, F. (2006). Metacognitive knowledge monitoring and self-regulated learning: academic success and reflections on learning. Journal of the Scholarship of Teaching and Learning, 6(1), 39-55.

Järvenoja, H., Järvelä, S., & Malmberg, J. (2015). Understanding regulated learning in situative and contextual fremworks. Educational Psychologist, 50(3), 204-219. doi:10.1080/00461520.2015.1075400

Kathryn, O., & Maureen, S. (2010). The phenotypic expressions of self-doubt about ability in academic contexts: Strategies of self-handicapping and subjective overachievement. In A. Robert, O. Kathryn, & C. Patrick (Eds.), Handbook of the uncertain self (pp. 379-398). New York: Psychology Press.

Midgley, C., Arunkumar, R., & Urdan, T. C. (1996). “If I don´t do well tomorrow, there’s a reason”: Predictors of adolescents’ use of academic self-handicapping strategies. Journal of Educational Psychology, 88(3), 423-434. doi:10.1037/0022-0663.88.3.423

Nietfeld, J. L., Shores, L. R., & Hoffmann, K.F. (2014).Self-regulation and gender within a game-based learning environment. Journal of Educational Psychology, 106(4), 961-973. doi:10.1037/a0037116

Norem, J., & Cantor, N. (1986). Defensive pessimism; Harnessing anxiety as motivation. Journal of Personality and Social Psychology, 5(4), 1208-1217. doi:10.1037/0022-3514.51.6.1208

Petersen, J., & Hyde, J. S. (2014). The role of gender in educational contexts and outcomes. In L. S. Liben, & R. S. Bigler, (Eds.), Advances in child development and behavior, vol. 47 (pp. 43-76). San Diego, CA: Elsevier Academic Press.

Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33-40. doi:10.1037/0022-0663.82.1.33

Schwinger, M., & Stiensmeier-Pelster, J. (2012). Effects of motivational regulation on effort and achievement: A mediation model. International Journal of Educational Research, 56, 35-47. doi:10.1016/j.ijer.2012.07.005s

Skaalvik, E.M. (1997). Self-enhancing and self-defeating ego orientation: Relations with task and avoidance orientation, achievement, self-perceptions, and anxiety. Journal of Educational Psychology, 89(1), 71-81. doi:10.1037/0022-0663.89.1.71

Suárez, J. M., & Fernández, A. P. (2005). Escalas de evaluación de las estrategias motivacionales de los estudiantes [Assessment scales of students’ motivational strategies]. Anales de Psicología, 21(1), 116-128.

Suárez, J. M., Fernández, A. P. & Anaya, D. (2005). Un modelo sobre la determinación motivacional del aprendizaje autorregulado [A model on motivational determination of self-regulated learning]. Revista de Educación, 338, 295-306.

Suárez, J. M., & Fernández, A. P. (2011). Evaluación de las estrategias de autorregulación afectivo-motivacional de los estudiantes: Las EEMA-VS [Assessment of students’ affective-motivational self-regulatory strategies: The MSLS-SV]. Anales de Psicología, 27(2), 369-380.

Suárez, J. M., Fernández, A. P., Rubio, V. & Zamora, A. (2016). Incidencia de las estrategias motivacionales de valor sobre las estrategias cognitivas y metacognitivas en estudiantes de secundaria [Incidence of value motivational strategies on high school students’ cognitive and metacognitive strategies]. Revista Complutense de Educación, 27(2), 421-435. doi: 10.5209/rev_RCED.2016.v27.n2.46329

Wolters, C. A. (1998). Self-regulated learning and college students’ regulation of motivation. Journal of Educational Psychology, 90(2), 224-235. doi:10.1037/0022-0663.90.2.224

Wolters, C. A., & Benzon, M. B. (2013). Assessing and predicting college students’ use of strategies for the self-regulation of motivation. The Journal of Experimental Education, 81(2), 199-221. doi.org/10.1080/00220973.2012.699901

Zheng, L. (2016). The effectiveness of self-regulated learning scaffolds on academic performance in computer-based learning environments: A meta-analysis. Asia Pacific Education Review, 17(2), 187-202. doi:10.1007/s12564-016-9426-9

Zimmerman, B. J. (2013). From cognitive modeling to self-regulation: A social cognitive career path. Educational Psychologist, 48(3), 135-147. doi:10.1080/00461520.2013.794676