Attitude, Motivation, Anxiety, and Academic Performance During the Learning Process in Students at Public Universities in Peru

Q4 Social Sciences

Journal of Higher Education, Theory, and Practice Pub Date : 2023-10-03 DOI:10.33423/jhetp.v23i15.6430

Rildo Bellido-Medina, Merly Clariza Lazo-Manrique, Aldo Paul Lazo-Manrique, Yenny Yessica Asillo-Apaza, Roxana Lina Martinez-Martinez, David Ernesto Aguilar-Del Carpio, Gerardo Adolfo Bedoya-Zaira, Juan Domingo Banda-Cardenas, José Calizaya-Lopez

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引用次数: 0

Abstract

The knowledge society requires universities to prepare professionals with autonomy during training. It was proposed to relate the attitude, motivation, anxiety, and academic performance during the learning process in students at public universities in Peru, comparing the results according to gender, area, and cycle of studies. The study was descriptive-correlational-comparative, quantitative, and cross-sectional. 792 students from two public universities in Peru participated, intentionally selected, applied a duly validated scale to collect information. A correlation (p < .05) was found between attitude, motivation, anxiety, and academic performance during the learning process in students of public universities in Peru, being the statistically significant correlation of direct mean level between academic performance and attitude (.445**) and between academic performance and motivation (.438**), for the variables academic performance and anxiety, a statistically significant correlation of low and inverse level (-.225**) was found. It is concluded that the student who presents a greater attitude towards science has more excellent academic performance, that greater motivation has greater academic performance, and that greater anxiety, lower academic performance.

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秘鲁公立大学学生学习过程中的态度、动机、焦虑和学业表现

知识社会要求大学在培养过程中培养具有自主性的专业人才。本研究旨在研究秘鲁公立大学学生在学习过程中的态度、动机、焦虑和学业成绩之间的关系，并根据性别、地区和学习周期对结果进行比较。该研究具有描述性、相关性、比较性、定量性和横断面性。来自秘鲁两所公立大学的792名学生参与了调查，他们是有意挑选出来的，使用了有效的量表来收集信息。相关性(p <秘鲁公立大学学生学习过程中态度、动机、焦虑与学业成绩之间的相关系数为.05)，学业成绩与态度、学业成绩与动机之间的正平均水平相关系数为.445**，学业成绩与动机之间的正平均水平相关系数为.438**，学业成绩与焦虑变量之间的正平均水平相关系数为- 0.225 **，具有统计学意义。结果表明，对科学态度越积极的学生，其学习成绩越优秀，学习动机越大，学习成绩越好，焦虑越大，学习成绩越差。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Higher Education, Theory, and Practice Social Sciences-Education

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发文量

271