{"title":"大学生自我激励策略运用研究","authors":"Ana Navea-Martín , José Manuel Suárez-Riveiro","doi":"10.1016/j.pse.2016.08.001","DOIUrl":null,"url":null,"abstract":"<div><p>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.</p></div>","PeriodicalId":45361,"journal":{"name":"Psicologia Educativa","volume":null,"pages":null},"PeriodicalIF":1.7000,"publicationDate":"2017-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.pse.2016.08.001","citationCount":"12","resultStr":"{\"title\":\"Estudio sobre la utilización de estrategias de automotivación en estudiantes universitarios\",\"authors\":\"Ana Navea-Martín , José Manuel Suárez-Riveiro\",\"doi\":\"10.1016/j.pse.2016.08.001\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><p>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.</p></div>\",\"PeriodicalId\":45361,\"journal\":{\"name\":\"Psicologia Educativa\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.7000,\"publicationDate\":\"2017-07-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://sci-hub-pdf.com/10.1016/j.pse.2016.08.001\",\"citationCount\":\"12\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Psicologia Educativa\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S1135755X17300192\",\"RegionNum\":3,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Psicologia Educativa","FirstCategoryId":"102","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S1135755X17300192","RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
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.
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.