Previous research has proposed a conceptual model of the relationships between motivation, emotions, cognition, and metacognition related to students’ learning performance and validated it in a blended learning context that combines traditional learning with the use of educational technology. This study examined these relationships to test the hypothesis that the levels of some factors in a face-to-face learning environment differ from those in a blended learning context, finding that the conceptual model is valid for both settings. The role of positive emotions was significant in blended learning but not in face-to-face learning. Furthermore, help-seeking and peer learning were relevant only in blended learning. A positive relationship between academic motivations and metacognitive strategies was found in the face-to-face context, whereas one from motivations to metacognitive and cognitive strategies was found in the blended context. Negative emotions were present in both learning settings. This shows that the role of emotions is relevant to students’ perceived success.
The success or failure of a student depends on several factors, including self-esteem, academic engagement, and motivation. Self-esteem and motivation have been found to influence academic engagement, which, in turn, contributes to academic performance. Through a quantitative study, 243 university students were surveyed to analyze the effects of self-esteem and motivation on their academic engagement, which would be reflected in their academic performance. The results show that self-esteem has effects on emotional and behavioral disengagement. Motivation shows greater effects on academic engagement, with metacognitive engagement predicting students’ academic performance. Therefore, promoting metacognitive strategies that help students learn to plan, monitor, and self-regulate their learning will contribute to their performance.
In higher education, students’ engagement plays an essential role in determining learning success. Several studies have focused on identifying the relationship between engagement and learning achievements. However, comprehensive studies that include engagement, motivation, and scaffolding have yet to be performed. This article introduced a concept of metacognitive and learning engagement based on the frontiers between metacognition and cognition previously established in the literature. A conceptual model including cognitive, behavioural, emotional, scaffolding, and motivation and the two new definitions (metacognitive and learning engagement) was proposed and validated in 220 university students using structural equation modelling. The findings support the conjecture that cognitive engagement is directly influenced by metacognitive engagement. Learning engagement is influenced by cognitive engagement, and all of them are triggered by motivation. Furthermore, scaffolding enhances emotional engagement. Teachers’ support fosters students’ emotions of being enthusiastic, interested in class, joyful in learning activities, and proud of their learning achievements.
Objetivo: evaluar la efectividad de la implementación de la NOM-251-SSA1-2009 (NOM 251) en dos microempresas de alimentos de un mercado de Ciudad de México para determinar las prácticas de higiene de los locatarios respecto a esa norma y sugerir recomendaciones. Metodología: mediante una metodología cuantitativa, se realizó un diagnóstico por medio de una lista de verificación que cuantificó los apartados de la “NOM-251-SSA1-2009: Prácticas de higiene en el proceso de alimentos, bebidas o suplementos alimenticios”, después, se desarrollaron capacitaciones a los locatarios sobre la NOM-251 y prácticas de higiene de alimentos, y finalmente, se implementaron los apartados de esta norma mediante siete formatos declarativos y ocho de seguimiento, los cuales registraron diaria, semanal o mensualmente las acciones correctivas sobre la higiene, que se midieron mediante la inspección visual y con ayuda de un termómetro. Resultados: derivado de la implementación de la NOM-251, un local pasó de cumplir un 47 % de la norma a cumplir un 80 % y otro, de un 62 % a un 79 %, mejorando así, de forma importante, la higiene de sus procesos. Limitaciones: se encontró resistencia por parte de los locatarios para seguir algunas disposiciones de la NOM-251, además, de que la estructura del mercado no permitió implementar algunas de ellas. Conclusiones: se lograron mejorar las prácticas de higiene de los locatarios. Sin embargo, se percató que los locatarios no conocen la NOM-251, por lo que el gobierno debe de tomar acciones para resolver este problema.
Una de las industrias más destacadas de la economía mexicana es la restaurantera. Su importancia, debido a su número de empresas, creación de empleos y emprendimientos, ha ocasionado que se genere un alto índice de competitividad. Esto provoca que se busquen estrategias para mejorar la calidad del servicio que ofrecen, con el propósito de retener y atraer clientes. El objetivo de este trabajo fue identificar los factores que conforman la percepción de la calidad en el servicio en un restaurante mexicano. Para ello, se utilizó el instrumento DINESERV, mediante un enfoque cuantitativo y un análisis factorial confirmatorio. Los resultados mostraron que el instrumento DINESERV es válido para restaurantes mexicanos. Asimismo, se detectaron los factores que integran el servicio al cliente, enfatizando los aspectos de tangibilidad, confiabilidad, respuesta y empatía. Características como personal competente y con experiencia, tener siempre presente los intereses del cliente y la apariencia de la vestimenta y limpieza del personal de servicio son elementos clave para que el restaurante genere mayor satisfacción en sus clientes.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.