Motivación, Rendimiento en Matemáticas y Prácticas Familiares: un Estudio de su Relación en 1º de Educación Primaria

Sixte, Raquel De; Jáñez, Álvaro; Ramos, Marta; Rosales, Javier

doi:10.5093/psed2019a16

Cited by 8 publications

(8 citation statements)

References 33 publications

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“…Some studies on future expectations in this population focused mainly on the relationship between future expectations and life satisfaction, self-esteem, and self-efficacy [ 50 ], with a significant and positive relationship between these variables. On the other hand, lower expectations were found in less socially adapted adolescents [ 51 ]. Data also showed that the perception of lack of family support was also associated with lower future expectations [ 52 ].…”

Section: Discussionmentioning

confidence: 99%

“…With regard to the relationship between attitudes toward studying and future expectations, we have not found any studies that analyze this relationship, so data from the present study are pioneering in this regard. On the other hand, previous studies highlighted that family accompaniment in schoolwork could positively contribute to increasing future expectations in adolescence [ 51 , 52 , 53 , 54 , 55 ]. However, our study contemplated a greater number of variables in studying the influence of situations or people in shaping the future expectations of adolescents (school grades, subject mastery, and being talented).…”

Section: Discussionmentioning

confidence: 99%

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Motivational Profile, Future Expectations, and Attitudes toward Study of Secondary School Students in Spain: Results of the PISA Report 2018

Rubio

Ruíz

Ángel

et al. 2022

IJERPH

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During the secondary school stage, students’ motivation to study may decrease and affect their future expectations, which are exclusively directed toward the search for employment, with the consequent abandonment of academic training. The main objective of the present paper was to examine the sources of motivation to study and the future expectations of secondary school students, as well as to develop a predictive model of their future expectations based on the variables studied. The sample consisted of a total of 35,943 students from different Spanish high schools, with an average age of 15.83 (SD = 0.28). The instrument used was the placement tests referring to the PISA 2018 report. On the one hand, the results showed that the main source of motivation for secondary school students to study responds to some kind of imposition either from the surrounding environment or internally, which appears to be represented by identified or controlled extrinsic motivation. In terms of future expectations, important factors included the fundamentally expression of their intention to continue studying rather than to stop studying, facts or economic support which they considered as influential to their capacity to study, and the opinions of others such as parents and friends. On the other hand, sex showed some significant differences in terms of future expectations but did not predict them. The regression model explained 20.9% of the variability of future expectations based on variables such as grade repetition, reasons that discourage studying (not being interested in the contents and never studying), and the influences on future expectations (school grades and subject mastery). Finally, the structural equation model revealed that grade repetition predicts the reasons that discourage studying and these in turn impact future expectations which are influenced by school grades, performing well in a specialty, and having talent. Likewise, there was a negative correlation between repeating a course and school grades, performing well in a specialty, and having talent. Based on these results, it would be advisable to improve the intrinsic motivation of secondary school students by means of educational actions that contribute to the adjustment of their future expectations and attend to the students’ own interests, desires, and competencies, all with the main purpose of contributing to meaningful learning and facilitating professional orientation, and above all, attending to diversity to reduce school failure.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Motivational Profile, Future Expectations, and Attitudes toward Study of Secondary School Students in Spain: Results of the PISA Report 2018

Rubio

Ruíz

Ángel

et al. 2022

IJERPH

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“…De Sixte et al (2020), precisan, tomando en cuenta el estudio de Pintrich y Schunk, que "la motivación intrínseca es una motivación humana innata que comienza en los niños pequeños como una necesidad indiferenciada de competencia y autodeterminación" (p. 68). También exponen que cuando la motivación es extrínseca esta puede variar en el grado en que se internaliza, pudiendo ser experimentada como más autónoma o más controlada.…”

Section: De Acuerdo Conunclassified

Descriptive study of student motivation in mathematics courses of higher education level

Astudillo-Villalba

Antonio

Comas

2021

IPSA Scientia rev. cient. multidiscip.

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La motivación constituye una de las bases esenciales para la construcción del aprendizaje, el estudio de esta es de suma importancia para desarrollar procesos de enseñanza efectivos. En esta investigación, se evalúa el nivel de motivación en los estudiantes del Instituto Superior de Formación Docente Salomé Ureña para el estudio de las matemáticas que corresponden a su formación integral pedagógica. Para tal fin, se tomó una muestra de 172 alumnos correspondientes a los recintos con mayor población del instituto, los cuales se encuentran cursando la Licenciatura en Educación Primaria Segundo Ciclo. Posteriormente, se realizó una adaptación del cuestionario de Evaluación Motivacional del Proceso de Aprendizaje (EMPA), se sometió a validación por juicio de expertos y se aplicó la prueba del Coeficiente de Validez de Contenido (CVC). Luego, se realizó la prueba de fiabilidad del instrumento utilizando el Alfa de Cronbach. Después de la aplicación del instrumento, se determinó el nivel de satisfacción de la motivación individual y grupal, se hizo un análisis de veracidad vs contradicción con grupos de preguntas correlacionadas y se generaron hipótesis de las posibles variables que intervienen en la motivación ligada al aprendizaje de las matemáticas. En consecuencia, se observó que la mayoría de la población se encuentra en un nivel de satisfacción motivacional contradictorio o no definido, un segundo grupo se encuentra más motivado que desmotivado y finalmente, un alto porcentaje de los estudiantes tiene una clara veracidad en las respuestas de los ítems relacionados con la motivación intrínseca.

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“…The Nielsen questionnaire has been useful to determine how both types of motivation affect students in various reviews, according to gender [ 50 ], age [ 51 ], nationality [ 52 ], and culture [ 53 ]. Moreover, it has been used to set motivational stereotypes [ 54 ].…”

Section: Introductionmentioning

confidence: 99%

Adaptation and Validation of the Motivated Strategies for Learning Questionnaire for Spanish Adolescents

Robles

Moreno-Guerrero

González

et al. 2021

EJIHPE

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This work adapts and validates the scale of the motivated strategies for learning questionnaire (MSLQ), which is used to measure motivation. For this, an instrumental design was carried out with the purpose of analyzing the psychometric properties of the instrument. The sample consisted of 307 participants enrolled in compulsory secondary education. Reliability with fit indices were good in model B (proposed) with composite reliability, global reliability index, and Cronbach’s alpha. The original model (A) presented small problems that had to be adjusted when carrying out the translation. We concluded that adaptation and subsequent validation of the MSLQ instrument into a Spanish context was positive. In this sense, adequate adjustment rates have been achieved. However, in its contextual adequacy, the need arises to modify the presentation of the items alluding to intrinsic motivation due to the difficulty of measuring such a construct. Among the implications reached in this study is the possibility of having a validated instrument for the Spanish adolescent context to measure motivation on educational aspects. Furthermore, this tool can serve as the basis for the design of other instruments that measure this construct in other age ranges.

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Motivación, Rendimiento en Matemáticas y Prácticas Familiares: un Estudio de su Relación en 1º de Educación Primaria

Cited by 8 publications

References 33 publications

Motivational Profile, Future Expectations, and Attitudes toward Study of Secondary School Students in Spain: Results of the PISA Report 2018

Motivational Profile, Future Expectations, and Attitudes toward Study of Secondary School Students in Spain: Results of the PISA Report 2018

Descriptive study of student motivation in mathematics courses of higher education level

Adaptation and Validation of the Motivated Strategies for Learning Questionnaire for Spanish Adolescents

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