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Relación entre las necesidades psicológicas del estudiante, los enfoques de aprendizaje, las estrategias de evitación y el rendimiento

Published on Nov 20, 2017in Electronic Journal of Research in Educational Psychology
· DOI :10.25115/ejrep.v9i24.1445
Fernando Doménech-Betoret12
Estimated H-index: 12
(UAL: University of Almería),
Amparo Gómez Artiga1
Estimated H-index: 1
(James I University)
Abstract
Resumen es: Introduccion. Este estudio examina la relacion entre las necesidades psicologicas basicas de los estudiantes (autonomia, competencia, relacion y pertenen...
  • References (54)
  • Citations (9)
References54
Newest
Resumen Introduccion. El objetivo principal de este estudio es analizar las dimensiones que subyacen a las preferencias respecto a distintos metodos instruccionales de los estudiantes universita-rios de nuevo acceso y su relacion con sus estilos de aprendizaje y estrategias motivacionales. Metodo. La muestra esta compuesta por 158 estudiantes de primer ano de Magisterio de la Universidad de Valencia (Espana). El estilo de aprendizaje fue evaluado a traves del Invento-ry of Learning Processes , l...
14 CitationsSource
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#1Huy P. PhanH-Index: 1
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#1Fernando Justicia Justicia (UGR: University of Granada)H-Index: 17
#2M. Carmen Pichardo (UGR: University of Granada)H-Index: 4
Last. Jesús de la Fuente (UAL: University of Almería)H-Index: 10
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The underlying structure of the Revised Two factor version of the Study Process Questionnaire (R-SPQ-2F), a 20-item instrument for the evaluation of students’ approaches to learning (SAL), was examined at item level using two independent groups of undergraduate students enrolled in the first (n=314) and last (n=522) years of their studies. The methods used were (a) Exploratory factor analysis (EFA) assisted by rigorous procedures such as Velicer’s MAP test, parallel analysis and the Schmid Leima...
73 CitationsSource
The main purpose of this study was to examine the effect of teachers’ and students’ thinking styles on students’ satisfaction with the course followed and on their learning process. The sample was made up of 102 instructional psychology college students who responded to two administrations of the Thinking Style Inventory, one about their teacher and one about themselves, to a satisfaction scale referring to the instructional process, and finally to a scale designed to measure the time and effort...
30 CitationsSource
#1Marylène Gagné (Concordia University)H-Index: 33
#2Edward L. Deci (UR: University of Rochester)H-Index: 111
Cognitive evaluation theory, which explains the effects of extrinsic motivators on intrinsic motivation, received some initial attention in the organizational literature. However, the simple dichotomy between intrinsic and extrinsic motivation made the theory difficult to apply to work settings. Differentiating extrinsic motivation into types that differ in their degree of autonomy led to self-determination theory, which has received widespread attention in the education, health care, and sport ...
2,945 CitationsSource
#1Yohanan Eshel (University of Haifa)H-Index: 15
#2Revital Kohavi (University of Haifa)H-Index: 1
Relations between perceived classroom control, self-regulation strategies and academic achievement were investigated in a sample of 302 sixth grade students. Four distinct perceived classroom control styles were determined, based on the balance between teacher and student control over learning. It was hypothesised that student mathematics achievement would be contingent on the combined effects of teacher and student control: it would be highest when both teacher and student control is high, and ...
105 CitationsSource
#1Vincent F. Filak (MU: University of Missouri)H-Index: 9
#2Kennon M. Sheldon (MU: University of Missouri)H-Index: 69
Two studies examined student psychological need satisfaction as a predictor of positive teacher-course evaluations. In Study 1, 268 undergraduates recalled and rated the quality of a recent important college course, then rated their feelings of autonomy, competence, and relatedness within that course. Consistent with self-determination theory, all three ratings predicted instructor and/or course ratings. Study 2 found the same pattern in a sample of 179 introductory journalism students nested wi...
130 CitationsSource
#1Åge Diseth (University of Bergen)H-Index: 17
#2Øyvind Lund Martinsen (University of Bergen)H-Index: 14
The purpose of the present study was to analyse the relationship between approaches to learning (deep, strategic, and surface), cognitive style, motives, and academic achievement. A sample of 192 undergraduate psychology students with a mean age of 21.7 years participated. Motives and styles were related to the three approaches to learning in theoretically meaningful ways. Moreover, approaches to learning were found to predict academic achievement, while styles and motives only had indirect effe...
174 CitationsSource
#1Doris Y. P. Leung (CUHK: The Chinese University of Hong Kong)H-Index: 26
#2David Kember (CUHK: The Chinese University of Hong Kong)H-Index: 51
This study examined the association between students' approaches to learning and stages of reflective thinking. The revised version of the Study Process Questionnaire was used to measure deep and surface approaches to learning and the Reflection Questionnaire was used to distinguish four stages of reflective and nonreflective thinking. Both questionnaires were completed by 402 undergraduates from all years of study from a health science faculty in a university in Hong Kong. Confirmatory factor a...
163 CitationsSource
Cited By9
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#1Sara Rodríguez-Pereiro (University of A Coruña)H-Index: 1
#2Bibiana Regueiro (University of A Coruña)H-Index: 9
Last. Antonio Valle (University of A Coruña)H-Index: 26
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It is a common practice to prescribe the same type and amount of homework to all students in the classroom. However, it is very likely that not all students will be in equal conditions to work on homework (previous knowledge, skills, motivation, etc.). Previous academic achievement could be a crucial variable in this regard. Therefore, the main purpose of this work is to analyze the relationship between previous academic achievement (presage variable), the type of work approach used by students ...
1 CitationsSource
Introduction. Among affective strategies as a way to face affective states linked to the learning process are included those emotion-control-oriented and those motivation-control-oriented strategies. Both of them affect direct and indirectly to the learning efficiency. The objective of this research is to design an instrument for measuring the affective strategies used by the university students. This measuring model is coherent with the concept of affective strategies and with the theoretical m...
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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 existenc...
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This paper describes an investigation centered around modeling students' cognitive-affective factors while learning mathematics with an Intelligent Tutoring System. The proposal focuses on the identification of intrinsic and extrinsic factors exhibited by the students and present during the learning process in association to the representation of quantitative and qualitative variables in the tutoring system. The theoretical foundations as well as the methodology of the investigation are presente...
1 CitationsSource
#1Tracy L. Durksen (UNSW: University of New South Wales)H-Index: 8
#2Man-Wai Chu (U of C: University of Calgary)H-Index: 1
Last. Lia M. Daniels (U of A: University of Alberta)H-Index: 19
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Self-determination theory (SDT) is one of the most well-known approaches to achievement motivation. However, the three basic psychological needs of SDT have not received equivalent attention in the literature: priority has been given to autonomy, followed by the need for competence, with research into relatedness lacking (Bachman and Stewart in Teach Psychol 38: 180–187, 2011. doi: 10.1177/0098628311411798). One new educational setting where relatedness may be particularly important is massive o...
6 CitationsSource
El objetivo de este estudio fue comprobar el poder de prediccion del soporte de autonomia, los mediadores psicologicos y la motivacion academica autodeterminada sobre las competencias basicas. Se utilizo una muestra de 405 estudiantes adolescentes con edades comprendidas entre los 12 y 16 anos a los que se les midio el soporte de autonomia, las necesidades psicologicas, la motivacion autodeterminada y las competencias basicas. Los resultados apoyaron la estructura unifactorial y mostraron que la...
5 CitationsSource
#1Catherine F. Ratelle (Laval University)H-Index: 25
#2Stéphane Duchesne (Laval University)H-Index: 12
Abstract The present longitudinal study described developmental patterns of perceived psychological need satisfaction (PNS) from the end of elementary school to the end of high school and their contribution to school adjustment at the end of high school. The first goal thus consisted in estimating whether developmental trajectories of perceived PNS were homogeneous (i.e., all students reported similar developmental patterns) or heterogeneous (i.e., there were several distinct developmental traje...
35 CitationsSource
This study tested the hypothesis that daily contact with close others during goal pursuit would activate relationally autonomous reasons and would also be associated with the corresponding levels of goal effort. We also hypothesized that the association would be strongest among highly relational and agreeable people. Participants (n = 49) completed self-construal and agreeableness assessments at a face-to-face session, then they completed daily reports of relational motives, contact with close a...
10 CitationsSource
#1Claudio Francisco Reggiani (UBA: University of Buenos Aires)H-Index: 1
Resumen Diversas investigaciones de los ultimos anos senalan la importancia de considerar tanto los aspectos cognitivos como los aspectos motivacionales implicados en el aprendizaje, enfatizando la interrelacion entre afecto y cognicion (Rinaudo, Chiecher y Donolo, 2003). De aqui la importancia de la interpretacion que realizan las personas al exito o fracaso de la tarea, en funcion de sus expectativas previas (Weiner, 1985). Por otra parte, los aspectos motivacionales son apoyados o socavados, ...
1 Citations