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Optimistic and defensive-pessimist students: differences in their academic motivation and learning strategies

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dc.contributor.authorSuárez Riveiro, José Manuel
dc.date.accessioned2024-10-18T14:04:26Z
dc.date.available2024-10-18T14:04:26Z
dc.date.issued2014-05-07
dc.descriptionThe registered version of this article, first published in The Spanish Journal of Psychology, is available online at the publisher's website: Cambridge University Press, https://doi.org/10.1017/sjp.2014.27
dc.descriptionLa versión registrada de este artículo, publicado por primera vez en The Spanish Journal of Psychology, está disponible en línea en el sitio web del editor: Cambridge University Press , https://doi.org/10.1017/sjp.2014.27
dc.description.abstractIn addition to cognitive and behavioral strategies, students can also use affective-motivational strategies to facilitate their learning process. In this way, the strategies of defensive-pessimism and generation of positive expectations have been widely related to conceptual models of pessimism-optimism. The aim of this study was to describe the use of these strategies in 1753 secondary school students, and to study the motivational and strategic characteristics which differentiated between the student typologies identified as a result of their use. The results indicated a higher use of the generation of positive expectations strategy (optimism) (M = 3.40, SD = .78) than the use of the defensive pessimism strategy (M = 3.00, SD = .78); a positive and significant correlation between the two strategies (r = .372, p = .001); their relationship with adequate academic motivation and with the use of learning strategies. Furthermore, four student typologies were identified based on the use of both strategies. Lastly, we propose a new approach for future work in this line of research.en
dc.description.provenanceMade available in DSpace on 2024-10-18T14:04:26Z (GMT). No. of bitstreams: 1 Optimistic and defensive-pessimis.doc: 148480 bytes, checksum: 7595537996846913095f39b3b9b791b9 (MD5) Previous issue date: 2014-05-07en
dc.description.versionversión final
dc.identifier.citationSuárez Riveiro, J.M. (2014). Optimistic and defensive-pessimist students: differences in their academic motivation and learning strategies. The Spanish Journal of Psychology, 17, e26, 1-8. https://doi.org/10.1017/sjp.2014.27
dc.identifier.doihttps://doi.org/10.1017/sjp.2014.27
dc.identifier.issn1988-2904
dc.identifier.urihttps://hdl.handle.net/20.500.14468/24082
dc.journal.titleThe Spanish Journal of Psychology
dc.journal.volume17
dc.language.isoen
dc.publisherCambridge University Press
dc.relation.centerFacultad de Educación
dc.relation.departmentMétodos de Investigación y Diagnóstico en Educación II (Orientación Educativa, Diagnóstico e Intervención Psicopedagógica)
dc.rightsinfo:eu-repo/semantics/openAccess
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/deed.es
dc.subject58 Pedagogía
dc.subject.keywordsoptimismen
dc.subject.keywordsdefensive pessimismen
dc.subject.keywordsmotivational strategiesen
dc.subject.keywordsacademic motivationen
dc.subject.keywordslearning strategiesen
dc.titleOptimistic and defensive-pessimist students: differences in their academic motivation and learning strategiesen
dc.typejournal articleen
dspace.entity.typePublication
relation.isAuthorOfPublicatione52ac08b-fc95-40bc-bf24-e0b21c778811
relation.isAuthorOfPublication.latestForDiscoverye52ac08b-fc95-40bc-bf24-e0b21c778811
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