Motivación para el aprendizaje en alumnado de Enseñanzas Medias: un enfoque de aprendizaje autorregulado
DOI:
https://doi.org/10.25115/ejrep.39.15169Palabras clave:
Autorregulado aprendizaje, la regulación de la motivación, metas de logro, la auto-eficacia, valor de la tarea, las estrategias de regulación motivacional, estudiantes.Resumen
Introducción. La autorregulación de la motivación (SRM) se conceptualiza como un proceso de meta-motivación que guía los esfuerzos y la persistencia de los alumnos al realizar las tareas. Este proceso regula el comportamiento de los estudiantes a través de estrategias que son influenciados por las creencias motivacionales. SRM permite a los estudiantes se motivan y guía su comportamiento.
Método. En este artículo nos proponemos analizar e identificar los factores que pueden contribuir para la motivación para el aprendizaje. La Escala de autorregulación de la motivación para el aprendizaje (SRMLS) es un inventario desarrollado para evaluar el proceso de SRM en dos dimensiones principales: creencias motivacionales y estrategias de SRM. Con el fin de lograr nuestros objetivos 550 estudiantes del 7 al 9 grado respondieron a SRMLS.
Resultados. Expectativas de autoeficacia, valor de la tarea y las metas de logro son buenos predictores de la autorregulación de las estrategias de motivación.
Conclusión. Los resultados sugieren que las expectativas de autoeficacia, valor de la tarea y las metas de logro pueden ser importantes en la promoción del alumno regulación de la motivación para el aprendizaje. Además, los datos apoyan la validez de constructo e la validez concurrente del instrumiento para su uso con esta población. Se discuten las implicaciones futuras para la investigación y la educación.
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