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Publication Date: 2016-01-01
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Granados López, . H., & Gallego López, . F. A. (2016). Motivation, self-regulated learning and learning strategies in students of three universities in Caldas and Risaralda. Latinoamericana De Estudios Educativos, 12(1), 71–90. Retrieved from https://revistasojs.ucaldas.edu.co/index.php/latinoamericana/article/view/4038
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Abstract
This article aims to present the results of an investigation which was intended to establish a relationship between self-regulated learning, learning strategies and motivation through the administration of a translated and adapted Mexican Spanish version of the Motivated Strategies for Learning Questionnaire (MSLQ). The results show relationships between motivation scales associated with the task value and self-efficacy for learning, the implementation of learning strategies and self-regulation processes. Likewise, partial correlations were positive for most of the subscales revealing a saturation for the learning strategies scale factors, task value and self-efficacy of learning factors, and the whole self-regulation scale. Results corroborated the relationships shown in various theories and research on the relationship between motivation, self-regulation and implementation of learning strategies.
References
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Balam, E. M. (2015). Learning Strategies and Motivation of Graduate Students: is gender a factor? Institute for Learning Style Journal, 1, 1-9.
Banisaeid, M., & Huang, J. (2015). The Role of motivation in self-regulated learning and language learning strategy: In the case of chinese EFL learners. International Journal of Applied & English Literature, 4(5).
Corder, G. W. & Foreman, D. I. (2014). Nonparametric Statistics: A Step-by-Step Approach. Wiley. ISBN 978-1118840313.
De Leeuw, J. (1984). Canonical analysis of categorical data (2nd ed.). Leiden: DSWO Press.
Effeney, G., Carroll, A., & Bahr, N. (2013). Self-Regulated Learning: Key Strategies and their sources in a sample of adolescent males. Australian Journal of Educational & Developmental Psychology, 13, 58-74.
García, M. M. (2012). La autorregulación académica como variable explicative de los procesos de aprendizaje universitario. Revista de Currículum y Formación del Profesorado, 16(1), 203-221.
Lanz, M. Z. (2006). Hacia la comprensión del aprendizaje autorregulado. En: Lanz, María Zulma (Ed.) El Aprendizaje autorregulado. Enseñar a aprender en diferentes entornos educativos, Buenos Aires; Noveduc.
Mohd, A. (2007). Self-regulated learning and academic achievement in malaysian undergraduates. International Education Journal, 8(1), 221-228.
Ozan, C., Gundogdu, K., Bay, E., & Celkan, H. (2012). A study on the university studens´self-regulated learning strategies skills and self-efficacy perception in terms of different variables. Procedia Social and Behavior Sciences, 46, 1806-1811.
Panadero, E., & Alonso-Tapia, J. (2014). Teorías de autorregulación educativa: una comparación y reflexión teórica. España: Elsevier. Recuperado de http://pse.elsevier.es el 09/03/2016
Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33-40.
Pintrich, P. R., Smith, D. A., García, T., & Mckeachie, W. J. (1991). A manual for the use of the motivational strategies for learning questionnaire (MSLQ). Ann Arbor, MI: NCRIPTAL, the University of Michigan.
Pintrich, P. R., Smith, D. A. F., García, T.& Mckeachie, W. J. (1993). Reliability and predictive validity of the Motivational Strategies for Learning Questionnaire (MSLQ). Educational and Psychological Measurement, 53, 801-813. Obtenido de: file:///D:/nuevo/Documents/Downloads/Educational%20and%20Psychological%20Measurement-1993-Pintrich-801-13.pdf .
Pozo, J. I. (1999). Más allá del cambio conceptual: el aprendizaje de la ciencia como cambio representacional. Enseñanza de las ciencias, 17(3), 513-520.
Ramírez, M. del C., Canto, J. E., Bueno, A. J., & Echazarreta, A. (2013). Validación Psicométrica del Motivated Strategies for Learning Questionnaire en Universitarios Mexicanos. Electronic Journal of Research in Educational Psychology, 11(29), 193-214. ISSN: 1696-2095.
Sepúlveda, A. C., Carrada, S., & Reyes, I. (2015). Motivación y estrategias de aprendizaje en residentes de pediatría. Gaceta Médica de México, 4, 477-484.
Solanas, A., Salafranca, L., Nuñez, M. I., & Fauquet, J. (2005). Estadística descriptiva en ciencias del comportamiento. Thomson. ISBN 13: 9788497322782. ISBN 10: 8497322789.
Virtanen, P., Nevgi, A., & Niemi, H. (2013). Self-regulation in higher education: students’ motivational, regulational and learning strategies, and their realtionships to study success. Studies for the Learning Society, 3(1-2), 20-34.
Weinstein, C. E., Husman, J., & Dierking, D. R. (2000). Self-Regulation Interventions with a Focus on Learning Strategies. Boekaerts, Monique (Ed); Pintrich, P. R (Ed); Zeidner, Moshe (Ed), (2000) Handbook of self-regulation (p.727-747). San Diego, CA, US: Academic Press. Obtenido de: http://psycnet.apa.org/psycinfo/2001-01625-021
Balam, E. M. (2015). Learning Strategies and Motivation of Graduate Students: is gender a factor? Institute for Learning Style Journal, 1, 1-9.
Banisaeid, M., & Huang, J. (2015). The Role of motivation in self-regulated learning and language learning strategy: In the case of chinese EFL learners. International Journal of Applied & English Literature, 4(5).
Corder, G. W. & Foreman, D. I. (2014). Nonparametric Statistics: A Step-by-Step Approach. Wiley. ISBN 978-1118840313.
De Leeuw, J. (1984). Canonical analysis of categorical data (2nd ed.). Leiden: DSWO Press.
Effeney, G., Carroll, A., & Bahr, N. (2013). Self-Regulated Learning: Key Strategies and their sources in a sample of adolescent males. Australian Journal of Educational & Developmental Psychology, 13, 58-74.
García, M. M. (2012). La autorregulación académica como variable explicative de los procesos de aprendizaje universitario. Revista de Currículum y Formación del Profesorado, 16(1), 203-221.
Lanz, M. Z. (2006). Hacia la comprensión del aprendizaje autorregulado. En: Lanz, María Zulma (Ed.) El Aprendizaje autorregulado. Enseñar a aprender en diferentes entornos educativos, Buenos Aires; Noveduc.
Mohd, A. (2007). Self-regulated learning and academic achievement in malaysian undergraduates. International Education Journal, 8(1), 221-228.
Ozan, C., Gundogdu, K., Bay, E., & Celkan, H. (2012). A study on the university studens´self-regulated learning strategies skills and self-efficacy perception in terms of different variables. Procedia Social and Behavior Sciences, 46, 1806-1811.
Panadero, E., & Alonso-Tapia, J. (2014). Teorías de autorregulación educativa: una comparación y reflexión teórica. España: Elsevier. Recuperado de http://pse.elsevier.es el 09/03/2016
Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33-40.
Pintrich, P. R., Smith, D. A., García, T., & Mckeachie, W. J. (1991). A manual for the use of the motivational strategies for learning questionnaire (MSLQ). Ann Arbor, MI: NCRIPTAL, the University of Michigan.
Pintrich, P. R., Smith, D. A. F., García, T.& Mckeachie, W. J. (1993). Reliability and predictive validity of the Motivational Strategies for Learning Questionnaire (MSLQ). Educational and Psychological Measurement, 53, 801-813. Obtenido de: file:///D:/nuevo/Documents/Downloads/Educational%20and%20Psychological%20Measurement-1993-Pintrich-801-13.pdf .
Pozo, J. I. (1999). Más allá del cambio conceptual: el aprendizaje de la ciencia como cambio representacional. Enseñanza de las ciencias, 17(3), 513-520.
Ramírez, M. del C., Canto, J. E., Bueno, A. J., & Echazarreta, A. (2013). Validación Psicométrica del Motivated Strategies for Learning Questionnaire en Universitarios Mexicanos. Electronic Journal of Research in Educational Psychology, 11(29), 193-214. ISSN: 1696-2095.
Sepúlveda, A. C., Carrada, S., & Reyes, I. (2015). Motivación y estrategias de aprendizaje en residentes de pediatría. Gaceta Médica de México, 4, 477-484.
Solanas, A., Salafranca, L., Nuñez, M. I., & Fauquet, J. (2005). Estadística descriptiva en ciencias del comportamiento. Thomson. ISBN 13: 9788497322782. ISBN 10: 8497322789.
Virtanen, P., Nevgi, A., & Niemi, H. (2013). Self-regulation in higher education: students’ motivational, regulational and learning strategies, and their realtionships to study success. Studies for the Learning Society, 3(1-2), 20-34.
Weinstein, C. E., Husman, J., & Dierking, D. R. (2000). Self-Regulation Interventions with a Focus on Learning Strategies. Boekaerts, Monique (Ed); Pintrich, P. R (Ed); Zeidner, Moshe (Ed), (2000) Handbook of self-regulation (p.727-747). San Diego, CA, US: Academic Press. Obtenido de: http://psycnet.apa.org/psycinfo/2001-01625-021
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