大学生自我激励策略运用研究

IF 1.7 3区 心理学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Ana Navea-Martín , José Manuel Suárez-Riveiro
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引用次数: 12

摘要

本研究探讨大学生自我激励策略的使用。对228名大学生进行了描述性和推理性研究,目的是了解他们对这些策略的使用情况。此外,还研究了这些策略的使用是否与劳动活动和学业成绩有关。结果表明,学生倾向于更频繁地使用学习目标生成、积极期望生成和自我强化策略;存在三组学生在使用这些自我激励策略方面具有不同的概况;只有成本价值策略在兼顾学业与就业的学生与无工作的学生之间表现出显著差异;最后,只有自我强化策略才会显示出学生成绩的显著差异。这些结果引导我们积极地使用学习动机策略,表明它们是大学生的认知工具。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Estudio sobre la utilización de estrategias de automotivación en estudiantes universitarios

This research addresses the use of self-motivational strategies by university students. A descriptive and inferential study is carried out with a sample of 228 university students with the aim of knowing their use of these strategies. Also, it is studied if their use of these strategies relates to labor activity and academic achievement. Results indicate that students tended to exhibit a more frequent use of learning goal generation, positive expectations generation, and self-reinforcement strategies; the existence of three groups of students with different profiles with regard to the use of these self-motivational strategies; that only the strategy of cost value shows significant differences between the students who make compatible their studies with a job and those without a job; and finally, that only the self-reinforcement strategy informs about significant differences according to students’ achievement. These results guide us in favoring actively the use of the learning motivational strategies, showing them as cognitive tools for university students.

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来源期刊
CiteScore
3.50
自引率
0.00%
发文量
13
审稿时长
29 weeks
期刊介绍: La Revista Psicología Educativa es una revista científico-profesional española, de carácter multidisciplinar, que promueve tanto la aportación teórica como la investigación experimental y profesional del psicólogo y profesiones afines en el ámbito educativo. Su objetivo es compartir temas de común interés en procesos cognitivos, afectivos y culturales en la adquisición de conocimiento, como en áreas de intervención e innovación educativa. Por ello invita a investigadores relacionados con el ámbito educativo (psicólogos, antropólogos, sociólogos, tecnólogos educativos, TCs) a educadores y orientadores en diversos ámbitos, a psicólogos educativos, a evaluadores, a técnicos de computación y tecnologías de la información aplicadas a la educación a enviar sus trabajos a esta revista. Psicología Educativa acepta manuscritos inéditos y originales de interés para los psicólogos y que sean una contribución al conocimiento correspondiente al ámbito de la Psicología de la Educación. Psicología Educativa publica principalmente en castellano, pero admite contribuciones originales en inglés. Revista Psicología Educativa publica principalmente en castellano, pero admite igualmente contribuciones originales en inglés. La revista admite originales libres y también puede solicitar trabajos específicos a autores relevantes. Los manuscritos originales recibidos en castellano o inglés serán sometidos al proceso de revisión externa por expertos, anónima por pares doble ciego (Peer Review). En función de las valoraciones de los expertos, el equipo directivo de la revista tomará la decisión sobre los artículos que podrán ser aceptados, rechazados o solicitadas modificaciones para la mejora de los mismos y la aceptación o rechazo definitivos. Los autores que envían su trabajo a la revista, nunca lo deben postular simultáneamente a otras publicaciones.
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