Academic Goals and Learning Quality in Higher Education Students

Valle, António; Núñez, José Carlos; Cabanach, Ramón González; González-Pienda, Júlio António; Martínez, Susana Rodríguez; Rosário, Pedro; Muñoz-Cadavid, María A.; Cerezo, Rebeca

doi:10.1017/s1138741600001517

Cited by 43 publications

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References 36 publications

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“…Therefore, the focus of interest in the present study is in line with research focused on variables that influence student engagement with dedication to learning activities (Kolic-Vehovec, Roncevic, & Bajsanski, 2008;Rosário et al, 2012;Valle et al, 2009), as well as the perception of utility and interest. According to the Expectation-Value model (Eccles & Wigfield, 2002), the importance and usefulness given by the student to homework directly influences the choice of tasks, persistence and performance, and, therefore, it also affects the amount of tasks they do.…”

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confidence: 80%

“…To measure the variables associated with motivation and involvement in homework, we used the Survey on Homework (SH), a self-reporting survey that uses 61 items to evaluate different dimensions related to the effectiveness of homework in students' learning and academic achievement (e.g., Núñez et al, 2015;Pan et al, 2013;Rosário et al, 2009).…”

Section: Instrumentsmentioning

confidence: 99%

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¿Por qué los alumnos de Educación Secundaria realizan más deberes?

Estévez¹,

Regueiro²,

Martínez³

et al. 2018

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Homework is one of the most controversial educational activities nowadays. Although, there is scientific evidence of their potential on the academic performance and learning of students, it is still necessary to study some variables, which are part of the process of carrying out homework, with more precision. Most of the relationships between motivational variables involved in learning and performance have been studied taking into account the tasks carried out by the student within the walls of the school. However, there is a certain lack of knowledge of the relationships that occur between these variables in the process of completing homework; Homework, by definition, are prescribed by the teacher to be carried out after school. For this reason, the main goal of the present paper is to analyze the predictive capacity of each variable related to motivation and homework involvement on the amount of them which are done by students. Participants were 899 students from Spanish compulsory secondary education. Results from the regression analysis indicate that the more time students spend on homework, the more intrinsically motivated they are, the more effective time management is, the better motivation management is and the less anxiety they show, then the more amount of homework they complete.Keywords: Homework, homework involvement, homework motivation, amount of homework completed, Spanish compulsory secondary education. ¿Por qué los alumnos de Educación Secundaria realizan más deberes?Los deberes escolares son una de las actividades educativas que más controversias ha generado en los últimos tiempos. Aunque existen evidencias científicas de sus potencialidades sobre el rendimiento académico y aprendizaje de los estudiantes, todavía es necesario estudiar algunas variables, que forman parte del proceso de realización de los deberes escolares, con más precisión. Sin embargo, existe un cierto desconocimiento de las relaciones que se producen entre estas variables en el proceso de realización de los deberes escolares. Es por ello, que el presente trabajo tiene como objetivo fundamental comprobar la capacidad predictiva que tiene cada una de las variables vinculadas con la motivación e implicación en las tareas para casa sobre la cantidad de las mismas realizadas por los alumnos. La muestra está integrada por 899 estudiantes de Educación Secundaria Obligatoria y los resultados del análisis de regresión indican que cuanto más tiempo pasan los alumnos en la realización de las tareas escolares, cuanto más motivados intrínsecamente están hacia ellas, cuanto más aprovechan el tiempo que dedican a esas tareas, cuanto mejor gestionan su motivación y cuanto menos ansiedad muestran ante ellas, más cantidad de las mismas realizan.Palabra clave: Tareas para casa, implicación en las tareas para casa, motivación hacia las tareas para casa, cantidad de tareas realizadas, Educación Secundaria.

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confidence: 80%

Section: Instrumentsmentioning

confidence: 99%

¿Por qué los alumnos de Educación Secundaria realizan más deberes?

Estévez¹,

Regueiro²,

Martínez³

et al. 2018

Ejihpe

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“…A la luz de los conocimientos derivados de la investigación en torno a las metas de logro se considera que la preferencia por unos motivos u otros conlleva un patrón peculiar de comportamientos y resultados (Valle et al, 2009b). Detrás de una orientación general al aprendizaje o al dominio nos encontramos con personas que buscan la excelencia en el trabajo, que sienten que realmente eligen las cosas que hacen y que, además, éstas les interesan.…”

Section: Figura 1 Metas De Aprendizaje Versus Metas De Rendimientounclassified

Metas Académicas: Perspectiva Histórica y Conceptual e Implicaciones Educativas

Valle

Rodríguez²,

Cabanach³

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El objetivo de este trabajo es ofrecer un panorama histórico y conceptual de la teoría de las metas de logro. El punto de partida es la diferenciación entre metas de aprendizaje y metas de rendimiento. Posteriormente se establece la distinción entre tendencias de aproximación y de evitación, primero en las metas de rendimiento y luego también en las metas de aprendizaje. Finalmente surge la perspectiva de las múltiples metas que contempla combinaciones de varias metas que dan lugar a diferentes perfiles motivacionales. El enfoque de las múltiples metas constituye una línea de investigación mucho más próxima y ajustada al funcionamiento real de la motivación en contextos académicos.

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“…Entwined with task analysis, goal setting is often the premier step of a self-regulatory learning process. Learners vary significantly in the types and effectiveness of the goals they set for themselves (Valle et al, 2009;Zimmerman, 2008). Nevertheless, that there are differences in the nature and goals of learning processes between workplace context and formal education should be borne in mind.…”

Section: Planningmentioning

confidence: 99%

Trace-based Micro-analytic Measurement of Self-Regulated Learning Processes

2016

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To keep pace with today's rapidly growing knowledge-driven society, productive selfregulation of one's learning processes are essential. We introduce and discuss a trace-based measurement protocol to measure the effects of scaffolding interventions on self-regulated learning (SRL) processes. It guides tracing of learners' actions in a learning environment on the fly and translates these data into indicators of engagement in SRL processes that reflect learners' use of scaffolding interventions and contingencies between those events. Graphs of users' learning actions in a learning environment are produced. Our trace-based protocol offers a new methodological approach to investigating SRL and new ways to examine factors that affect learners' use of self-regulatory processes in technology-enhanced learning environments. Our application of the protocol was described in a study about Learn-B, a learning environment for SRL in the workplace. The findings of the work presented in this paper indicate that future research can gain substantially by using learning analytics based on users' trace data and merging them with other quantitative and qualitative techniques for researching SRL beliefs and processes.Keywords: Self-regulated learning, micro-level process, trace-based methodologies, learning analytics, graph theory, learning technology INTRODUCTIONSelf-regulated learning (SRL) is acknowledged as an essential skill for lifelong learning in today's knowledge-driven society (Klug, Ogrin, & Keller, 2011). It is often characterized as a process in which learners take initiative to identify their learning goals; and choose and regulate their learning strategies, cognitive resources, motivation, and behaviour to optimize their learning outcomes (Boekaerts, 1997;Winne, 2010a;Zimmerman, 1990). Several research studies show that, in various learning contexts, learners often sub-optimally regulate their learning processes or simply have inadequate models of their learning process that leads them to misevaluating their learning (Bjork, Dunlosky, & Kornell, 2013;Margaryan, Milligan, & Littlejohn, 2009;Winne, 2005). 184To address this challenge, self-regulatory scaffolds and pedagogical affordances have recently become of interest to researchers as a means to support learners' engagement in SRL processes (see, for example, Dabbagh & Kitsantas, 2005;Hadwin, Oshige, Gress, & Winne, 2010;McLoughlin & Lee, 2007;Zhou & Winne, 2012). Although empirical research has shown that scaffolding can foster learners' engagement in some of the main elements of metacognition and SRL -such as self-observation, selfreflection, or goal-orientation (Greene & Azevedo, 2010) -no methodological framework has yet been developed that can measure the impact of individual scaffolds, embedded tools, or different elements of SRL in the context in which they are used. The context also plays an important role in the effect of a given scaffold. Current research has shown that SRL is highly context dependent and specific features of a learning environme...

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Academic Goals and Learning Quality in Higher Education Students

Cited by 43 publications

References 36 publications

¿Por qué los alumnos de Educación Secundaria realizan más deberes?

¿Por qué los alumnos de Educación Secundaria realizan más deberes?

Metas Académicas: Perspectiva Histórica y Conceptual e Implicaciones Educativas

Trace-based Micro-analytic Measurement of Self-Regulated Learning Processes

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