Relación entre metaconocimiento emocional y autodeterminación en estudiantes de Pedagogía

IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH
Carlos Javier Ossa Cornejo, Claudia Verónica Vásquez Rivas, Nelly Gromiria Lagos San Martín
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Abstract

Emotional development and intrinsic motivation are relevant skills for the training of current generations since they are at the base of self-regulation and autonomous thinking. They are facets of the human being that are deemed necessary for the educational field, currently being considered as part of the professional skills of initial teacher training; however, an explicit or systematic line of work on these competencies has not been developed in many of the teacher training institutions. The main objective of this study seeks to analyze the levels of emotional knowledge and self-determination of students entering the first year of Pedagogy courses at a Chilean university, as well as the relationship between these variables. 431 Pedagogy students participated, 271 women (63%) while 157 of these were men (36%); there were close to 1% of students who did not feel represented with these gender categories. The TMMS 24 and the personal self-determination questionnaires were used as data collection instruments, both tests had applications in the Chilean sample and adequate levels of reliability; data were analyzed descriptively (measures of central tendency and dispersion), correlationally (Spearman's Rho coefficient) and comparatively (Mann-Whitney’s U coefficien t). The results show medium high levels in both variables, and a medium high standard deviation in the first variable in a whole participant; In addition, a slight predominance is observed in women, scoring higher than men in both variables. On the other hand, a positive, significant, and moderate relationship is found between the global variables (r=0.36, p<0.01), and between the dimension of perceived choice (self-determination) and global emotional meta-knowledge (r= 0.406, p<0.01), as well as the first with emotional
教育学学生情绪元知识与自我决定的关系
情感发展和内在动机是当代人训练的相关技能,因为它们是自我调节和自主思考的基础。它们是人的各个方面,被认为是教育领域所必需的,目前被认为是初级教师培训的专业技能的一部分;然而,许多教师培训机构尚未就这些能力制定明确或系统的工作路线。本研究的主要目的是分析智利一所大学一年级教育学课程学生的情感知识和自我决定水平,以及这些变量之间的关系。431名教育学学生参与其中,271名女性(63%),157名男性(36%);有近1%的学生认为这些性别类别没有被代表。使用tms 24和个人自决问卷作为数据收集工具,这两个测试在智利样本中都适用,并且具有足够的信度;对数据进行描述性分析(集中趋势和离散度测量)、相关性分析(Spearman's Rho系数)和比较分析(Mann-Whitney 's U系数t)。结果表明,两个变量的水平均为中等水平,第一个变量的标准差在整个参与者中均为中等水平;此外,在女性中观察到轻微的优势,在两个变量中得分都高于男性。另一方面,整体变量(r=0.36, p<0.01)、感知选择(自决)维度与整体情绪元知识(r= 0.406, p<0.01)、感知选择维度与整体情绪元知识(r= 0.406, p<0.01)、感知选择维度与情绪元知识(r= 0.406, p<0.01)之间存在显著正相关
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Perspectiva Educacional
Perspectiva Educacional EDUCATION & EDUCATIONAL RESEARCH-
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