Motivación y autorregulación del aprendizaje en estudiantes de grado de Ciencias de la Salud

  1. Leirós-Rodríguez, Raquel 1
  2. Álvarez-Barrio, Lorena 1
  3. Álvarez-Álvarez, Mª José 1
  4. Rodríguez-Nogueira , Óscar 1
  5. Pinto-Carral, Arrate 1
  1. 1 SALBIS Research Group. Department of Nursing and Physical Therapy. Universidad de León, Spain
Revista:
European Journal of Child Development, Education and Psychopathology

ISSN: 2530-0776,  2340-924X

Ano de publicación: 2024

Título do exemplar: EJPAD 2024

Volume: 12

Número: 1

Tipo: Artigo

DOI: 10.32457/EJPAD.V12I1.2420 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Outras publicacións en: European Journal of Child Development, Education and Psychopathology

Resumo

Learning motivation can be influenced by an individual's capacity for self-regulation of learning. Therefore, this study aimed to analyze the motivations and self-regulation of learning among students in Physiotherapy, Nursing, and Podiatry at the Faculty of Health Sciences, University of León. We conducted a cross-sectional descriptive study with a representative sample of students from the Nursing, Physiotherapy, and Podiatry programs at the University of León. In the analysis differentiated by degree, only the Control domain in the Self-regulation of Learning showed significant differences (p = 0.03), with Nursing participants obtaining higher scores. Regarding Motivational Strategies for Learning, Extrinsic Goals (p < 0.001) and Test Anxiety (p = 0.02) also differed among the subgroups. In the teaching-learning process of Health Sciences Degrees, it is crucial for educators to consider that, among the three degrees analyzed, Nursing students exhibited the highest concern for these types of goals and the greatest anxiety before exams. Similarly, teaching professionals involved in Physiotherapy education should be aware of the lower scores obtained by students in this degree regarding their ability to concentrate, maintain focus, and prioritize learning tasks.

Referencias bibliográficas

  • Abbasi, M.S., Ahmed, N., Sajjad, B., Alshahrani, A., Saeed, S., Sarfaraz, S., ... Abduljabbar, T. (2020). E-Learning perception and satisfaction among health sciences students amid the COVID-19 pandemic. Work, 67(3), 549-556.
  • Araya, Á.A., Espinoza, M.Á.L., Medina, V.C., Palma, J.F., Lara, A.F., & Parra, N.V. (2017). Validación de la encuesta de calidad y satisfacción de simulación clínica en estudiantes de enfermería. Ciencia y Enfermería, 23(2), 133-145.
  • Carter, R.A., Rice, M., Yang, S., & Jackson, H.A. (2020). Self-regulated learning in online learning environments: strategies for remote learning. Information and Learning Sciences, 121(5/6), 321-329.
  • Chamberlin, K., Yasué, M., & Chiang, I.C.A. (2023). The impact of grades on student motivation. Active Learning in Higher Education, 24(2), 109-124.
  • García, T. & Pintrich, P.R. (2023). Regulating motivation and cognition in the classroom: The role of self-schemas and self-regulatory strategies. In D.H. Schunk & J. Barry (Eds.), Self-regulation of learning and performance (pp. 127-153). Routledge.
  • Huhtiniemi, M., Sääkslahti, A., Watt, A., & Jaakkola, T. (2019). Associations among basic psychological needs, motivation and enjoyment within finish physical education students.Journal of Sports Science & Medicine, 18(2), 239.
  • Inzunza, B., Pérez, C., Márquez, C., Ortiz, L., Marcellini, S., & Duk, S. (2018). Factorial Structure and Reliability of the Motivation and Strategies Learning Questionnaire, MSLQ, in Chilean First Year University Students. Revista Iberoamericana de Diagnóstico y Evaluación-E Avaliaçao Psicologica, 2(47), 21-35.
  • Kalajas-Tilga, H., Koka, A., Hein, V., Tilga, H., & Raudsepp, L. (2020). Motivational processes in physical education and objectively measured physical activity among adolescents. Journal of Sport and Health Science, 9(5), 462-471.
  • Lu, K., Yang, H.H., Shi, Y., & Wang, X. (2021). Examining the key influencing factors on college students’ higher-order thinking skills in the smart classroom environment. International Journal of Educational Technology in Higher Education, 18, 1-13.
  • Lynn, M.R. (1986). Determination and quantification of content validity. Nursing Research, 35, 382-385.
  • Martínez, J. & Galán, F. (2000). Motivación, estrategias de aprendizaje y evaluación del rendimiento en alumnos universitarios. Iberpsicología: Revista Electrónica de la Federación Española de Asociaciones de Psicología, 5(2). Available in: https://www.researchgate.net/profile/J-Reinaldo-Martinez-Fernandez/publication/28059663_Motivacion_estrategias_de_aprendizaje_y_evaluacion_del_rendimiento_en_alumnos_universitarios/links/564c561008ae020ae9f92ed2/Motivacion-estrategias-de-aprendizaje-y-evaluacion-del-rendimiento-en-alumnos-universitarios
  • Matcha, W., Gašević, D., & Pardo, A. (2019). A systematic review of empirical studies on learning analytics dashboards: A self-regulated learning perspective. IEEE Transactions on Learning Technologies, 13(2), 226-245.
  • Matos, L. (2009). Adaptación de dos cuestionarios de motivación: Autorregulación del Aprendizaje y Clima de Aprendizaje. Persona, 12, 167-185.
  • Mukhalalati, B.A. & Taylor, A. (2019). Adult learning theories in context: a quick guide for healthcare professional educators. Journal of Medical Education and Curricular Development, 6, 2382120519840332.
  • Özcan, Z.Ç. & Eren, A. (2019). A modeling study to explain mathematical problem-solving performance through metacognition, self-efficacy, motivation, and anxiety. Australian Journal of Education, 63(1), 116-134.
  • Rodríguez-Nogueira, Ó., Leirós-Rodríguez, R., Quiroga-Sánchez, E., Álvarez-Álvarez, M.J., & Álvarez-Barrio, L. (2021). Perceptions and Degree of Satisfaction with the Health Sciences University Educational Community Regarding the Measures Adopted for the Prevention of COVID-19 in the Academic Year 2020/2021. European Journal of Investigation in Health, Psychology and Education, 11(3), 1022-1029.
  • Rovers, S.F., Clarebout, G., Savelberg, H.H., de Bruin, A.B., & van Merriënboer, J.J. (2019). Granularity matters: comparing different ways of measuring self-regulated learning. Metacognition and Learning, 14, 1-19.
  • Ryan, R.M. & Deci, E.L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, 101860.
  • Schunk, D.H. & DiBenedetto, M.K. (2020). Motivation and social cognitive theory. Contemporary Educational Psychology, 60, 101832.
  • Simons, J., Leverett, S., & Beaumont, K. (2020). Success of distance learning graduates and the role of intrinsic motivation. Open Learning: The Journal of Open, Distance and e-Learning, 35(3), 277-293.
  • Tannock, S. (2015). No grades in higher education now! Revisiting the place of graded assessment in the reimagination of the public university. Studies in Higher Education, 42(8), 1–13.
  • Trench, J. (2000). Asistencia y rendimiento académico. Contexto Educativo: Revista Digital de Investigación y Nuevas Tecnologías, 1(19), 3.
  • Williams, G.C. & Deci, E.L. (1996). Internalization of biopsychosocial values by medical students: a test of self determination theory. Journal of Personality and Social Psychology, 70(4), 767-779.
  • Zimmerman, B.J. (2008). Investigating self-regulation and motivation: historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1), 166–183.
Fonte de datos: Dialnet