How to Cite
Motivation and Learning Strategies in Universidad de Caldas’ Students. (2018). Tesis Psicológica, 13(1), 1-23. https://doi.org/10.37511/tesis.v13n1a6
Abstract
This research describes the behavior of students of a Colombian university before a validated test from which you can measure motivational components and use of learning strategies in the subjects. The correlation of subcategories between a scale of motivation and a scale of learning strategies was analyzed in order to establish the type of associations that could happen. 547 students from different undergraduate programs of the University of Caldas, took the Questionnaire of Motivation and Learning Strategies (CMEA). Positive correlation was found between orientation to intrinsic goals with orientation to extrinsic goals, value of the task and self-efficacy for learning; orientation to extrinsic goals with task value, control beliefs, self-efficacy for learning and test anxiety; value of the task with self-efficacy for learning and control beliefs with anxiety before the exams. All the items of the learning strategies scale (less the regulation of effort) are correlated in a positive way, effort regulation was not associated to the learning with elaboration. likewise, when the items of the motivation scale and the learning strategies were crossed, the associations were direct in most cases once again, except for control beliefs against organization and control beliefs against peer learning.References
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Azevedo, R (2009). Theoretical, conceptual, methodological, and instructional issues in research on metacognition and self-regulated learning: A discussion. Metacognition Learning 4:87–95 DOI 10.1007/s11409-009-9035-7
Ayala – Peña, A (Ed). Metacognition: Fundaments, Applications and Trends. New York: Springer International.
Balconi, M (2010). Neuropsychology of the sense of agency. Italia: Springer.
Buratti, S., Allwood, M (2015). Regulating Metacognitive Processes—Support for a Meta-metacognitive Ability. In Ayala – Peña, A (Ed). Metacognition: Fundaments, Applications and Trends. (pp. 17- 38). New York: Springer International
Daniel, W (2002). Bioestadística. Base para el Análisis de las Ciencias de la Salud. México D.F: Limusa Wiley.
Duda, J & Nicholls, J. (1992). Dimensions of achievement motivation in Schoolwork and sport. Journal of Educational Psychology, 84,290-299.
Dunlosky, J. & Rawson, K. A. (2012). Despite their promise, there’s still a lot to learn about techniques that support durable learning. Journal of Applied Research in Memory and Cognition, 1 (4), 254 – 256.
Dunlosky, J. & Rawson, K. A. (2012). Overconfidence produces underachievement: Inaccurate self ecaluations undermine student’s learning and retention. Journal Learning and Instruction, 22, 271-280.
Flavell, J (1979). Metacognitive and Cognitive monitoring: a new área of cognitive developmental inquiry. American Psychology, 34 (10), 906 – 911.
Flavell, J (1987). Speculation about nature and development of metacognition. In Weinert, F., Kluwe, R (1987). Metacognition, motivation and understanding. New Yersey: Hillsdale.
García., T. & Pintrich P. (1991). Student motivation and self regulated learning: A LISREL model. Paper presented at the Annual meeting of the American Research Association, Chicago, IL.
Granados, H. & Gallego, F. (2016). Motivación, aprendizaje autorregulado y estrategias de aprendizaje en estudiantes de tres universidades de Caldas y Risaralda. Revista Latinoamericana de Estudios Educativos, 12 (1), 71-90.
Gutiérrez, A (2013). Enhancing the Calibration Accuracy of Adul Learners: A multifaceted intervention. University of Nevada. Disponible en línea: http://digitalscholarship.unlv.edu/cgi/viewcontent.cgi?article=2569&context=thesesdissertations. Consultado el 8 de Octubre del 2016.
Hernández, R., Fernández, C. & Baptista, M (2010). Metodología de la investigación. México: Ed McGraw Hill, 656.
Koriat, A (1997). Monitoring One's Own Knowledge During Study:A Cue-Utilization Approach to Judgments of Learning. Journal of Experimental Psychology: general, 126, (4), 349-370
Koriat, A., & Bjork, R. A. (2006). Illusions of competence during study can be remedied by manipulations that enhance learners' sensitivity to retrieval conditions at test. Memory & Cognition, 34, 959-972.
Koriat, A., Maayan, H., & Nussinson, R (2006). The Intricate Relationships Between Monitoring and Control in Metacognition: Lessons for the Cause-and-Effect Relation Between Subjective Experience and Behavior . Journal of Experimental Psychology: General, 135 (1), 36–69.
Kuhn, D (2000). Metacognitive Development. American Psychological Society, 9 (5), 178 – 181.
López, O., Hederich, C., Camargo, A (2012). Logro en matemáticas, autorregulación del aprendizaje y estilo cognitivo. Revista Suma Psicológica, 19 (2): 39-50
Martín, M., Bueno, J. & Ramírez, M. (2010). Evaluación del aprendizaje autorregulado en estudiantes de Bachillerato mexicanos. Revista Aula Abierta, 38 (1), 59-70.
Monereo, C. (2001). La enseñanza estratégica. Enseñar para la autonomía. Aula de Innovación, 100, 6-10.
Multon, K. & Brown, S. (1991). Relation of self efficacy beliefs to academic outcomes: a meta-analytic investigation. Journal of counseling Psychology, 38, 30-38.
Nelson, T. O., Narens, L. (1990). Metamemory: a theoretical framework and new findings. In Bower, G. H. (Ed.). The psychology of learning and motivation, Vol. 26 (pp. 125 - 173). New York: Academic Press.
Nelson, T.O. (1992). Metacognition: Core Readings. Boston: Allyn and Bacon.
Nocito, G. (2013). Autorregulación del aprendizaje de alumnos de grado. Universidad complutense de Madrid. Disponible en línea: http://eprints.ucm.es/24036/1/T35049.pdf. Consultado Octubre 7 del 2016.
Núñez, J., González – Pienda, J. & Rosario, P (2006). Evaluación de los procesos de autorregulación mediante el autoinforme. Psicothema, 18 (3), 353-358.
Panadero, E (2017). A Review of Self-regulated Learning: Six Models and Four Directions for Research. Front. Psychol. 8: (1-28). doi: 10.3389/fpsyg.2017.00422
Peña- Ayala, A., Cárdenas, L (2015). A Conceptual Model of the Metacognitive Activity. In: A. Peña (Ed). Metacognition: Fundaments, applications, and trends. (pp.39-64). New York: Springer international.
Pierce, S. H., & Lange, G. (2000). Relationships among metamemory, motivation and memory performance in young school-age children. British Journal of Developmental Psychology, 18, 121–135.
Pintrich, P., De Groot, E (1990). Motivational and Self regulated learning components of classroom academic performance. Journal of Educational Psychology, 82 (1), 33-40.
Pintrich, P. R., Smith, D. A., García, T. & McKeachie, W. J. (1991). A manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ). Ann Arbor, MI: NCRIPTAL: The University of Michigan.
Pintrich, P., Smith, D., García, T., & McKeachie, W. (1993). Reliability and predictive validity of the motivated strategies for learning questionnaire (MSLQ). Educational and Psychological Measurement, 53, 801-803.
Pintrich, P. (2004). A conceptual framework for assessing motivation and self–regulated learning in college students. Educational Psychology Review, 16, 385–407.
Ramírez, M. (2016). Modelo causal de los factores asociados al aprendizaje autorregulado como mediador del rendimiento académico en estudiantes universitarios. (Tesis Doctoral). Universidad Complutense de Madrid, Madrid. Recuperada de: file:///Users/luzestela/Desktop/DIANA%20/Modelo%20causal%20de%20los%20factores%20asociados%20al%20aprendizaje%20autorregulado%20como%20mediador%20del%20rendimiento%20a.webarchive
Ramírez, M., Canto, J., Bueno, J. & Echazarreta, A (2013). Validación Psicométrica del Motivated Strategies for Learning Questionnaire en Universitarios Mexicanos. Electronic Journal of Research in Educational Psychology, 11(1), 193-214
Rothman, A., Baldwin, A., Hertel, A. & Fuglestad, P. (2011). “Self-Regulation and Behavior Change: Disentangling Behavioral Initiation and Behavioral Maintenance.” In: Vohs, K. & Baumeister, R. Handbook of self-regulation. Research, Theory, and Applications. New York: Guilford Publications. Pp. 106-122.
Sawyer, K. The Cambridge Handbook of the Learning Sciences. New York: Cambridge University Press.
Sheskin, D. (2007). Handbook of parametric and nonparametric statistical procedures. Boca Ratón, FL: Ed. Chapman & Hall/CRC.
Schraw, G., & Gutiérrez, A (2015). Metacognitive strategy instruction that highlinghts the role of monitoring and control processes. In: Peña, A (2015). Metacognition: Fundaments, applications, and trends. New York: Springer international. Págs. 3-15
Schunk, D. (2012). Teorías del aprendizaje. Una perspectiva educativa. México: Editorial Pearson.
Schunk, D. & Zimmerman, B. (1994).Self-regulation in education: retrospect and prospect. En D. H. Schunk y B. J. Zimmerman (Eds.), Self-regulation of learning and performance. Issues and educational applications. Hillsdale, NJ: Erlbaum.
Suarez, Jose Manuel; Fernandez, Ana Patricia (2011). A Model of How Motivational Strategies Related to the Expectative Component Affect Cognitive and Metacognitive Strategies. Electronic Journal of Research in Educational Psychology, 9 (2), 641-658.
Suárez, J., Fernández, A., Sánchez, V., & Zamora, Á (2016). Incidencia de las estrategias motivacionales de valor sobre las estrategias cognitivas y metacognitivas en estudiantes de secundaria. Revista Complutense de Educación, 27 (2), 421- 435
Tarricone, P (2011). The Taxonomy of Metacognition. New York: Psychology Press
Winne, P., Azevedo, R (2014). Metacognition. In Sawyer, K. The Cambridge Handbook of the Learning Sciences. (63- 87). New York: Cambridge University Press.
Wolters, C. (1998). Self-regulated learning and college student’s regulation of motivation. Journal of Educational Psychology, 90, 224-235.
Zimmerman, B (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81 (3), 329-339.
Zimmerman, B. & Schunk, D. (1989). Self-regulated learning and academic achievement. Theory, research and practice. NY: Springer-Verlag.
Zimmerman, B. (2008). Investigating self – regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45, 166- 183
Azevedo, R (2009). Theoretical, conceptual, methodological, and instructional issues in research on metacognition and self-regulated learning: A discussion. Metacognition Learning 4:87–95 DOI 10.1007/s11409-009-9035-7
Ayala – Peña, A (Ed). Metacognition: Fundaments, Applications and Trends. New York: Springer International.
Balconi, M (2010). Neuropsychology of the sense of agency. Italia: Springer.
Buratti, S., Allwood, M (2015). Regulating Metacognitive Processes—Support for a Meta-metacognitive Ability. In Ayala – Peña, A (Ed). Metacognition: Fundaments, Applications and Trends. (pp. 17- 38). New York: Springer International
Daniel, W (2002). Bioestadística. Base para el Análisis de las Ciencias de la Salud. México D.F: Limusa Wiley.
Duda, J & Nicholls, J. (1992). Dimensions of achievement motivation in Schoolwork and sport. Journal of Educational Psychology, 84,290-299.
Dunlosky, J. & Rawson, K. A. (2012). Despite their promise, there’s still a lot to learn about techniques that support durable learning. Journal of Applied Research in Memory and Cognition, 1 (4), 254 – 256.
Dunlosky, J. & Rawson, K. A. (2012). Overconfidence produces underachievement: Inaccurate self ecaluations undermine student’s learning and retention. Journal Learning and Instruction, 22, 271-280.
Flavell, J (1979). Metacognitive and Cognitive monitoring: a new área of cognitive developmental inquiry. American Psychology, 34 (10), 906 – 911.
Flavell, J (1987). Speculation about nature and development of metacognition. In Weinert, F., Kluwe, R (1987). Metacognition, motivation and understanding. New Yersey: Hillsdale.
García., T. & Pintrich P. (1991). Student motivation and self regulated learning: A LISREL model. Paper presented at the Annual meeting of the American Research Association, Chicago, IL.
Granados, H. & Gallego, F. (2016). Motivación, aprendizaje autorregulado y estrategias de aprendizaje en estudiantes de tres universidades de Caldas y Risaralda. Revista Latinoamericana de Estudios Educativos, 12 (1), 71-90.
Gutiérrez, A (2013). Enhancing the Calibration Accuracy of Adul Learners: A multifaceted intervention. University of Nevada. Disponible en línea: http://digitalscholarship.unlv.edu/cgi/viewcontent.cgi?article=2569&context=thesesdissertations. Consultado el 8 de Octubre del 2016.
Hernández, R., Fernández, C. & Baptista, M (2010). Metodología de la investigación. México: Ed McGraw Hill, 656.
Koriat, A (1997). Monitoring One's Own Knowledge During Study:A Cue-Utilization Approach to Judgments of Learning. Journal of Experimental Psychology: general, 126, (4), 349-370
Koriat, A., & Bjork, R. A. (2006). Illusions of competence during study can be remedied by manipulations that enhance learners' sensitivity to retrieval conditions at test. Memory & Cognition, 34, 959-972.
Koriat, A., Maayan, H., & Nussinson, R (2006). The Intricate Relationships Between Monitoring and Control in Metacognition: Lessons for the Cause-and-Effect Relation Between Subjective Experience and Behavior . Journal of Experimental Psychology: General, 135 (1), 36–69.
Kuhn, D (2000). Metacognitive Development. American Psychological Society, 9 (5), 178 – 181.
López, O., Hederich, C., Camargo, A (2012). Logro en matemáticas, autorregulación del aprendizaje y estilo cognitivo. Revista Suma Psicológica, 19 (2): 39-50
Martín, M., Bueno, J. & Ramírez, M. (2010). Evaluación del aprendizaje autorregulado en estudiantes de Bachillerato mexicanos. Revista Aula Abierta, 38 (1), 59-70.
Monereo, C. (2001). La enseñanza estratégica. Enseñar para la autonomía. Aula de Innovación, 100, 6-10.
Multon, K. & Brown, S. (1991). Relation of self efficacy beliefs to academic outcomes: a meta-analytic investigation. Journal of counseling Psychology, 38, 30-38.
Nelson, T. O., Narens, L. (1990). Metamemory: a theoretical framework and new findings. In Bower, G. H. (Ed.). The psychology of learning and motivation, Vol. 26 (pp. 125 - 173). New York: Academic Press.
Nelson, T.O. (1992). Metacognition: Core Readings. Boston: Allyn and Bacon.
Nocito, G. (2013). Autorregulación del aprendizaje de alumnos de grado. Universidad complutense de Madrid. Disponible en línea: http://eprints.ucm.es/24036/1/T35049.pdf. Consultado Octubre 7 del 2016.
Núñez, J., González – Pienda, J. & Rosario, P (2006). Evaluación de los procesos de autorregulación mediante el autoinforme. Psicothema, 18 (3), 353-358.
Panadero, E (2017). A Review of Self-regulated Learning: Six Models and Four Directions for Research. Front. Psychol. 8: (1-28). doi: 10.3389/fpsyg.2017.00422
Peña- Ayala, A., Cárdenas, L (2015). A Conceptual Model of the Metacognitive Activity. In: A. Peña (Ed). Metacognition: Fundaments, applications, and trends. (pp.39-64). New York: Springer international.
Pierce, S. H., & Lange, G. (2000). Relationships among metamemory, motivation and memory performance in young school-age children. British Journal of Developmental Psychology, 18, 121–135.
Pintrich, P., De Groot, E (1990). Motivational and Self regulated learning components of classroom academic performance. Journal of Educational Psychology, 82 (1), 33-40.
Pintrich, P. R., Smith, D. A., García, T. & McKeachie, W. J. (1991). A manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ). Ann Arbor, MI: NCRIPTAL: The University of Michigan.
Pintrich, P., Smith, D., García, T., & McKeachie, W. (1993). Reliability and predictive validity of the motivated strategies for learning questionnaire (MSLQ). Educational and Psychological Measurement, 53, 801-803.
Pintrich, P. (2004). A conceptual framework for assessing motivation and self–regulated learning in college students. Educational Psychology Review, 16, 385–407.
Ramírez, M. (2016). Modelo causal de los factores asociados al aprendizaje autorregulado como mediador del rendimiento académico en estudiantes universitarios. (Tesis Doctoral). Universidad Complutense de Madrid, Madrid. Recuperada de: file:///Users/luzestela/Desktop/DIANA%20/Modelo%20causal%20de%20los%20factores%20asociados%20al%20aprendizaje%20autorregulado%20como%20mediador%20del%20rendimiento%20a.webarchive
Ramírez, M., Canto, J., Bueno, J. & Echazarreta, A (2013). Validación Psicométrica del Motivated Strategies for Learning Questionnaire en Universitarios Mexicanos. Electronic Journal of Research in Educational Psychology, 11(1), 193-214
Rothman, A., Baldwin, A., Hertel, A. & Fuglestad, P. (2011). “Self-Regulation and Behavior Change: Disentangling Behavioral Initiation and Behavioral Maintenance.” In: Vohs, K. & Baumeister, R. Handbook of self-regulation. Research, Theory, and Applications. New York: Guilford Publications. Pp. 106-122.
Sawyer, K. The Cambridge Handbook of the Learning Sciences. New York: Cambridge University Press.
Sheskin, D. (2007). Handbook of parametric and nonparametric statistical procedures. Boca Ratón, FL: Ed. Chapman & Hall/CRC.
Schraw, G., & Gutiérrez, A (2015). Metacognitive strategy instruction that highlinghts the role of monitoring and control processes. In: Peña, A (2015). Metacognition: Fundaments, applications, and trends. New York: Springer international. Págs. 3-15
Schunk, D. (2012). Teorías del aprendizaje. Una perspectiva educativa. México: Editorial Pearson.
Schunk, D. & Zimmerman, B. (1994).Self-regulation in education: retrospect and prospect. En D. H. Schunk y B. J. Zimmerman (Eds.), Self-regulation of learning and performance. Issues and educational applications. Hillsdale, NJ: Erlbaum.
Suarez, Jose Manuel; Fernandez, Ana Patricia (2011). A Model of How Motivational Strategies Related to the Expectative Component Affect Cognitive and Metacognitive Strategies. Electronic Journal of Research in Educational Psychology, 9 (2), 641-658.
Suárez, J., Fernández, A., Sánchez, V., & Zamora, Á (2016). Incidencia de las estrategias motivacionales de valor sobre las estrategias cognitivas y metacognitivas en estudiantes de secundaria. Revista Complutense de Educación, 27 (2), 421- 435
Tarricone, P (2011). The Taxonomy of Metacognition. New York: Psychology Press
Winne, P., Azevedo, R (2014). Metacognition. In Sawyer, K. The Cambridge Handbook of the Learning Sciences. (63- 87). New York: Cambridge University Press.
Wolters, C. (1998). Self-regulated learning and college student’s regulation of motivation. Journal of Educational Psychology, 90, 224-235.
Zimmerman, B (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81 (3), 329-339.
Zimmerman, B. & Schunk, D. (1989). Self-regulated learning and academic achievement. Theory, research and practice. NY: Springer-Verlag.
Zimmerman, B. (2008). Investigating self – regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45, 166- 183
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