Personal variables, motivation and avoidance learning strategies in undergraduate students

Doménech-Betoret, Fernando; Gómez-Artiga, Amparo; Lloret-Segura, Susana

doi:10.1016/j.lindif.2014.06.007

Cited by 18 publications

(22 citation statements)

References 24 publications

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“…The data obtained so far (Doménech, 2006, 2011a; Doménech et al, 2014; Abellán, 2016) seem to confirm that students’ initial motivation predicts and explains students’ involvement in mastering the subject.…”

Section: Pre-actional Decisional Phasementioning

confidence: 62%

“…However, it is assumed that intention to learn (and teach) does not remain constant, is ever-changing and fluctuates during the T–L process as a result of the constant (re)appraisals made by students of the internal and external influences they are exposed to in terms of the supports/resources and barriers/obstacles perceived to fulfill learning objectives (demands). Previous studies have indicated that this construct conditions all later educational processes from the beginning, and consequently learning outcomes (Doménech et al, 2014; Abellán, 2016). …”

Section: Pre-actional Decisional Phasementioning

confidence: 95%

“…Previous research (Doménech, 2006; Doménech et al, 2014, 2017; Abellán, 2016) conducted in the MOCSE field has already found some students’ personal variables that act as supports/resources to facilitate learning (e.g., academic self-efficacy and prior knowledge), which should be taken into account to build scales to assess internal supports. The research we are currently conducting with MOCSE will determine which personal variables have a greater predictive capacity on students’ intention to learn.…”

Section: Pre-actional Decisional Phasementioning

confidence: 99%

“…First, we examined and simultaneously tested the relationships among personal variables (internal support resources), the expectations-subject value and students’ avoidance learning strategies with the SEM (Structural Equation Modeling) approach (see Doménech et al, 2014). The results revealed strong associations among students’ personal variables (internal supports), their motivation at the beginning of the academic year and the avoidance strategies they used during the learning process followed in the Educational Psychology subject matter.…”

Section: Introductionmentioning

confidence: 99%

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The Educational Situation Quality Model: Recent Advances

Doménech-Betoret

2018

Front. Psychol.

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The purpose of this work was to present an educational model developed in recent years entitled the “The Educational Situation Quality Model” (MOCSE, acronym in Spanish). MOCSE can be defined as an instructional model that simultaneously considers the teaching-learning process, where motivation plays a central role. It explains the functioning of an educational setting by organizing and relating the most important variables which, according to the literature, contribute to student learning. Besides being a conceptual framework, this model also provides a methodological procedure to guide research and to promote reflection in the classroom. It allows teachers to implement effective research-action programs to improve teacher–students satisfaction and learning outcomes in the classroom context. This work explains the model’s characteristics and functioning, recent advances, and how teachers can use it in an educational setting with a specific subject. This proposal integrates approaches from several relevant psycho-educational theories and introduces a new perspective into the existing literature that will allow researchers to make progress in studying educational setting functioning. The initial MOCSE configuration has been refined over time in accordance with the empirical results obtained from previous research, carried out within the MOCSE framework and with the subsequent reflections that derived from these results. Finally, the contribution of the model to improve learning outcomes and satisfaction, and its applicability in the classroom, are also discussed.

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Section: Pre-actional Decisional Phasementioning

confidence: 62%

Section: Pre-actional Decisional Phasementioning

confidence: 95%

Section: Pre-actional Decisional Phasementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The Educational Situation Quality Model: Recent Advances

Doménech-Betoret

2018

Front. Psychol.

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“…Por otra parte se ha resaltado la relación entre la puesta en juego de determinadas estrategias y ciertas variables psicológicas, tales como rasgos de personalidad, motivación, ansiedad y flow, así como autorregulación afectiva, conductual y cognitiva, entre otras (Ben Eliyahu & Linnenbrink Garcia, 2015;Doménech Betoret, Gómez Artiga, & Lloret Segura, 2014;Kesici, Baloglu, & Deniz, 2011;Lee & Choi, 2013;Moldasheva & Mahmood, 2014;Sullivan, Eduljee, & Pinkham, 2012).…”

Section: Estrategias De Aprendizaje En Estudiantes Universitariosunclassified