Persona: Rodríguez López, Beatriz María
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bmrodriguez@flog.uned.es
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Rodríguez López
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Beatriz María
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Publicación La influencia del contexto personal y situacional en la motivación por el aprendizaje de lenguas extranjeras(Universidad de Vigo, 2024-01-24) González Peiteado, Margarita; Rodríguez López, Beatriz MaríaEn el presente artículo se dan a conocer los resultados de la investigación que tiene como finalidad abordar el papel de la motivación en el aprendizaje de una lengua extranjera en un contexto formal extraescolar. Se ha optado por un estudio de tipo descriptivo correlacional para establecer las posibles relaciones entre las variables estudiadas. Para medir estadísticamente las posibles correlaciones entre las variables estudiadas, se ha aplicado el Coeficiente de Correlación de Pearson (r). Se pretende averiguar el tipo o tipos de motivación de los informantes para aprender una lengua extranjera y el grado de correlación de las mismas. Se ha utilizado como herramienta la Escala de Motivación en Educación (EME) integrada por 28 ítems. Consta de tres factores: motivación intrínseca, motivación extrínseca y desmotivación. Para el análisis de la consistencia interna se utilizó el coeficiente alfa de Cronbach cuyo valor resulta aceptable y significativo desde un punto de vista estadístico (α =0,91). Los resultados muestran diferencias significativas en las variables objeto de estudio: edad, sexo, formación académica y situación laboral. La discusión gira en torno a las posibles implicaciones del perfil motivacional de los estudiantes para el aprendizajePublicación Are Creativity, L2 Motivation and Soft Skills Related? A Study in VET Students(MDPI, 2024-02-21) Calero López, Inmaculada; González Peiteado, Margarita; Rodríguez López, Beatriz MaríaVocational Education and Training (VET) studies aim to improve students’ skills to carve their niche in the labour market. Speaking different languages, showing teamwork skills and creativity are among the skills most in demand by employers. Thus, understanding students’ motivation and their perception of their teamwork skills and creativity level may help to identify their weaknesses and strengths and to develop educational programs adapted to the current demands. This research was conducted with 596 students of higher-level and intermediate Vocational Education who answered an online questionnaire in class. The answers were analysed to seek the link between the students’motivation, their manifested teamwork skills, and their perceived level of creativity. The results confirmed the positive correlation between the three of them. However, and despite the positive results, further empirical research is needed, especially to understand how motivation, soft skills and creativity develop and what kind of initiatives have an impact on these variables.Publicación The Role of Attitude toward Foreign Language Learning in Emerging Learning Contexts in Higher Education(Commond Ground, 2022) Arrosagaray, Marcelino; González Peiteado, Margarita; Pino Juste, Margarita; Rodríguez López, Beatriz MaríaThe learning of a foreign language, which in Spain is mostly English, is influenced by different factors such as learning strategies, personalities, motivations, and attitudes toward the language, among others. The aim of this research is to determine the attitudes of foreign language students considering gender, age, employment situation, and learning modality (face-to-face [N = 184], blended learning [N = 243], and distance or e-learning [N = 200]). Our research has carried out a quasi-experimental and cross-sectional study with a descriptive purpose. The sample is made up of 627 foreign language students with an average age of 40.15 years. Among the most important results of our research, we point out that students’ attitudes are relatively positive, especially in self-efficacy and attitudes toward instruction, and low in the case of interest in the language. Women show more positive attitudes and perform better than men. In relation to the learning modality, face to-face students show greater motivation, self-efficacy, and better attitudes toward instruction. However, the interest is greater in the group of distance learning students. We consider it necessary to assess the attitudes of foreign language students according to their different learning modalities to design suitable educational programs.Publicación How Much Do We Know about L2 Motivationin Vocational Education and Training Students? A Bibliometric Analysis(Common Ground, 2021-08) Calero López, Inmaculada; Rodríguez López, Beatriz MaríaVocational Education and Training (VET) programs have included second-language proficiency in their curricula as a tool to facilitate students successful incorporation into the labor market. As the need to acquire a second language has increased steadily, the volume of research on motivation in learning foreign languages has also grown exponentially in the last few years, emphasizing its relevance and the multiple approaches and factors involved in the learning process. The present bibliometric study aims to provide an overview of the scientific research carried out during the last ten years in this field, focusing on VET level, and to shed light on some of the most relevant topics in the field. The relationship of L2 motivation with different variables such as gender, attitude toward the target language, learning context, methodology, and teachers role have been profusely studied, confirming that motivation is not affected by a single factor but by the interconnection of some of them. At the same time, results have proved a positive correlation between motivation, autonomous learning, and learning achievement. However, and despite the surge of interest in the study of motivation in learning foreign languages, further empirical research is needed, especially at the VET level.Publicación The relevance of transversal competences in vocational education and training: a bibliometric analysis(Springer open, 2020-11-06) Calero López, Inmaculada; Rodríguez López, Beatriz MaríaVocational Education and Training (VET) programmes have included the acquisition of transversal competences in their curricula as a tool to increase employability. The number of researches has exponentially grown in the last years, emphasizing its relevance and the multiple approaches and factors involved in the learning process. The present bibliometric study aims to provide an overview of the scientifc research carried out during the last 10 years and to shed some light on several relevant topics in this feld. The results indicate the need to improve students’ transversal competences in order to meet the demands of the labour market, the importance of the collaboration of all the actors involved in the process (policy makers, industry and educators) and from a pedagogical point of view, the necessity of introducing new teaching approaches to implement and assess the acquisition of transversal competences. However, and despite the surge of interest in the study of transversal competences in the last decade, further empirical research is needed, especially at Vocational Education and Training level, to understand how transversal competences develop and what kind of initiatives have an impact of their acquisition.Publicación Adult Students’ Motivational Profiles in Classroom, Blended, and Distance Language Learning(Commond Ground, 2022-08) Arrosagaray, Marcelino; González Peiteado, Margarita; Pino Juste, Margarita; Rodríguez López, Beatriz MaríaThis research intends to explore the motivation of adult language learners in three different formal learning settings: classroom face-to-face (N = 184), blended (N = 243), and distance (N = 200) language learning modes. For that purpose, the Échelle de Motivation en Éducation [Education Motivation Scale] (EME) was used. This scale consists of twenty-eight items integrated into seven subscales to assess the three types of intrinsic motivation (IM) (knowledge-oriented IM, goal-oriented IM, and IM to experience stimulation), the three types of extrinsic motivation (EM) (external regulation, introjected regulation, and identified regulation), and demotivation. For the internal consistency analysis, Cronbach’s alpha coefficient, whose value is acceptable and significant from a statistical point of view (α = 0.91), was used. Data were subjected to descriptive and inferential analyses via SPSS 23.0 software and results show significant differences among the variables studied regarding the students’ learning mode. The discussion revolves around the possible implications of students’ motivational profiles for learning.Publicación Soft Skills in VET Studies: Relevance of Personal, Academic, and Linguistic Factors(Common Ground Research Networks, 2024-09-25) Calero López, Inmaculada; Rodríguez López, Beatriz María; Pino Juste, MargaritaVocational education and training (VET) seeks to prepare students to face the labor market with well-developed professional skills. Its challenge is to promote autonomous lifelong learning, flexibility, and the development of skills that will enable future workers to adapt to new situations and progress throughout their lives. We believe that studying the process of students’ competence development will help researchers to understand how the different components of competence develop in relation to each other and how they are integrated toward a more holistic professional competence. Our research was carried out with a group of more than 500 VET students in Madrid, Spain. The data was obtained through a questionnaire that sought to analyze the perception of transversal competences or soft skills to understand how they are acquired and developed and what personal, academic, and linguistic factors influence them. The results confirmed the influence of academic factors, while the results for personal and linguistic factors were mixed. One of the most relevant aspects that our study has shown is the need to develop more empirical research on the relevance of these factors in relation to professional competences.