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Fecha
2019-06-04
Derechos de acceso
info:eu-repo/semantics/openAccess
Título de la revista
ISSN de la revista
Título del volumen
Editorial
Frontiers
Citas
Resumen
It can be stated that self-regulated learning (SRL) brings broad benefits to the process of students’ learning and studying. However, research has yet to be undertaken in relation to one of its components, namely self-regulation of motivation and affectivity. The main objectives of this study are to examine the use of self-motivation strategies that involve classmates and to obtain models on the influence of academic goals and self-efficacy on such self-motivation strategies. To this end, was conducted a study using two different samples of students in the compulsory secondary education or baccalaureate stages in Spain (N = 613 and N = 910). The results obtained indicate that, with regard to gender, differences only exist in the use of the strategy of deception
(t = 5.450, p < 0.001, d = 0.364). That the two pairs of strategies positively and significantly correlated with one another (r = 0.239, p < 0.01 and r = 0.355, p < 0.01). That only the strategy of annulation of others correlates with a more adaptive type of motivation. Thus, the group of students that reported the greatest level in its use also did so in relation to task and ego self-enhancing goals, to self-efficacy, and being negatively associated with the goal of work avoidance. Finally, were offered models on relationships between academic goals, self-efficacy and enhancement and
annulation strategies [$2(8) = 5.204, p = 0.736] and deception and annulation strategies [$2(4) = 3.228, p = 0.520].
Descripción
The registered version of this article, first published in “Front. Psychol. 10:1314", is available online at the publisher's website: Frontiers, https://doi.org/10.3389/fpsyg.2019.01314
La versión registrada de este artículo, publicado por primera vez en “Front. Psychol. 10:1314", está disponible en línea en el sitio web del editor: Frontiers, https://doi.org/10.3389/fpsyg.2019.01314
Categorías UNESCO
Palabras clave
self-regulated learning, self-motivational strategies, academic motivation, gender, goal orientations
Citación
Suárez JM, Fernández AP and Zamora Á (2019) The Use of Classmates as a Self-Motivation Strategy From the Perspective of Self-Regulated Learning. Front. Psychol. 10:1314. doi: 10.3389/fpsyg.2019.01314
Centro
Facultad de Educación
Departamento
Métodos de Investigación y Diagnóstico en Educación II (Orientación Educativa, Diagnóstico e Intervención Psicopedagógica)