Association between self-regulation of learning, motivation, teaching quality and sports dedication in engineering students

Lopez-Ponton, E.J.; Silva, Waldyr Fong; Franco-Borré, David; Severiche-Sierra, Carlos; Patino-Moncada, J.D.

doi:10.12988/ces.2017.7998

Cited by 4 publications

(2 citation statements)

References 9 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The ages of the students were between 17 and 25 years old. To estimate the size of the sample when it comes to a finite population of less than 100,000 individuals is calculated according to Lopez et al (2018) [19] by equation 1: (1) n: Number of elements that the sample must have; σ: Level of confidence or risk chosen; p: Probability that an element is selected (% estimated); q: Probability that an element is not selected (q = p); e: Error allowed; N: Number of population elements.…”

Section: Methodsmentioning

confidence: 99%

Mathematical model to characterize the association between cognition and motivation in engineering students

Silva¹,

Chiquillo-Rodelo²,

Redondo³

2018

ces

View full text Add to dashboard Cite

The present investigation allowed the development of a mathematical model that characterized the association between cognition and motivation in engineering students of the University of Cartagena. The sample consisted of nine hundred and fifty (950) students of the engineering faculty between years 2014 and 2016. The Self-Regulation Inventory for Learning (SRLI) designed by Lindner, Harris and Gordon was the instrument used to collect the information, which was validated by Cronbach's Alpha. The adjusted mathematical model was selected by linear regression between the variables cognition and motivation for students with aged between 17 and 25 years. The mathematical model that best fitted the sample data was: reciprocal of ynatural logarithm of x which had a value of high statistical significance (p = 0.000) with a confidence level of 95%, correlation coefficient of R=-0.9903050 y R 2 = 98.07%. Normality was verified by the Shapiro-Wilk test (0.7801), the independence of the residues by Durbin-Watson (0.7983) and the Homocedasticity by the F-Fisher (0.6874).

show abstract

Section: Methodsmentioning

confidence: 99%

Mathematical model to characterize the association between cognition and motivation in engineering students

Silva¹,

Chiquillo-Rodelo²,

Redondo³

2018

ces

View full text Add to dashboard Cite

show abstract

“…Asi mismo, Weiner (1986), Weiner & Graham (1989), Viera (2003 y Palmero (2008), manifiestan que para alcanzar las metas y objetivos, el estudiante debe tener un comportamiento motivacional proactivo y positivo, o sea, el comportamiento motivacional cognitivo dependerá en gran medida de sí mismo, los incentivos y de estos factores en particular. Por otro lado, Pontón et al (2017) encontró una relación estadísticamente significativa a un 95% de nivel de confianza entre la motivación intrínseca y los procesos cognitivos para el estudiante universitario, los cuales son elementos que fomentan el aprendizaje significativo.…”

Section: Introductionunclassified

Significant learning and its relation to intrinsic motivation, school of origin, and cognitive strategies in engineering students

Silva

Curiel-Gómez

Brito-Carrillo

2017

IPSA Scientia rev. cient. multidiscip.

View full text Add to dashboard Cite

Se analizó la asociación entre el aprendizaje significativo con la motivación intrínseca, escuela de procedencia y estrategias cognitivas en 1200 estudiantes de los programas de ingeniería de Alimentos de la Universidad de Cartagena entre los años 2014 y 2015. El aprendizaje significativo de Ausubel et al. (1991) se midió haciendo uso de un instrumento construido a partir de la escala de aprendizaje estratégico y autorregulatorio de Weinstein and Mayer (1986). La motivación intrínseca y estrategias cognitivas se evaluó con el instrumento diseñado por Lindner et al. (1998) denominado “Inventario de Autorregulación del Aprendizaje” incluyéndole las estrategias de elaboración, organización y repetición de Weinstein y Mayer (1986). La escuela de procedencia se identificó por encuesta. Para el análisis de relación, se cruzaron las variables y se construyeron los diagramas de barra y las tablas de contingencia 2x2 aplicando la prueba de independencia Chi-Cuadrado. Los valores de 0.94 y 0.90 para el alfa de cronbach de los instrumentos escala de aprendizaje estratégico y autorregulatorio de Weinstein and Mayer y el Inventario de Autorregulación del Aprendizaje respectivamente, permitieron validar la consistencia interna de los instrumentos. Los resultados indican que existe un grado de significancia estadística importante (p<0.05) entre el aprendizaje significativo con la motivación intrínseca (p= 0.0000) y las estrategias cognitivas (p=0.0000) a un 95% de nivel de confianza. No se pudo comprobar significancia estadística entre el aprendizaje significativo y la escuela de procedencia de los estudiantes de ingeniería de alimentos.

show abstract

Statistical association between business sustainability and some strategic development factors in companies in the Colombian mining sector: the case of coal companies

Sprockel¹,

Rivadeneira²,

Manatos³

2018

ces

View full text Add to dashboard Cite

The degree of statistical association between corporate sustainability and the factors was evaluated: attitude of managers and entrepreneurs, innovation and corporate social responsibility in companies that operate, process and market coal in Colombia in 2016. The population studied was made up of 100 companies in the coal sector. The instruments to collect the information were: Guide for the preparation of Sustainability Reports of the Global Reporting Initiative (GRI) version 3.1, instrument designed by López (2015) based on the OECD Green Paper Eurostat (2005) for the measurement of innovation, the indicator: Corporate Social Performance (CSP), known as KLD for corporate social responsibility and the modified version of the instrument: "Orientation and business Attitudes" (BAO) to measure the attitude of managers and entrepreneurs. The project was developed in three (3) phases: In the first one, the degree of corporate sustainability, innovation, social responsibility and attitude of managers and entrepreneurs of each of the companies participating in the study were identified through a survey. In the second phase, the respective measurement instruments were applied to the coal companies participating in the study. In phase 3, the bar diagrams were made by crossing the independent variables (innovation, 2724 Belkis X. Vanegas Sprockel et al. social responsibility and attitude of managers and entrepreneurs) with the dependent (corporate sustainability). The results showed statistical significance with a 95% confidence level between Corporate Sustainability and the variables: corporate innovation (p = 0.005) and the attitude of managers and entrepreneurs (p = 0.008). No statistical association could be verified between corporate sustainability and corporate social responsibility.

show abstract

Association between self-regulation of learning, motivation, teaching quality and sports dedication in engineering students

Cited by 4 publications

References 9 publications

Mathematical model to characterize the association between cognition and motivation in engineering students

Mathematical model to characterize the association between cognition and motivation in engineering students

Significant learning and its relation to intrinsic motivation, school of origin, and cognitive strategies in engineering students

Statistical association between business sustainability and some strategic development factors in companies in the Colombian mining sector: the case of coal companies

Contact Info

Product

Resources

About