Students’ motivation to learn in middle school - a self-regulated learning approach

• Paula Paulino ^[1] ; Isabel Sá ^[1] ; Adelina Lopes da Silva ^[1]
  1. [1] Universidade de Lisboa

     Universidade de Lisboa

     Socorro, Portugal

     
• Localización: Electronic journal of research in educational psychology, ISSN-e 1696-2095, Vol. 14, Nº. 39, 2016, págs. 139-225
• Idioma: inglés
• DOI: 10.14204/ejrep.39.15169
• Títulos paralelos:
  • Contribuir a la motivación durante el aprendizaje de los estudiantes del primer ciclo de secundaria: un enfoque desde la autorregulación
• Enlaces
  • Texto completo
• Dialnet Métricas: 4 Citas
• Resumen
  • español

    Introducción. La autorregulación de la motivación (SRM) se conceptualiza como un proceso de meta-motivación que guía los esfuerzos y la persistencia de los alumnos al realizar las tareas.

    Este proceso regula el comportamiento de los estudiantes a través de estrategias que son influenciados por las creencias motivacionales. SRM permite a los estudiantes se motivan y guía su comportamiento.

    Método. En este artículo nos proponemos analizar e identificar los factores que pueden contribuir para la motivación para el aprendizaje. La Escala de autorregulación de la motivación para el aprendizaje (SRMLS) es un inventario desarrollado para evaluar el proceso de SRM en dos dimensiones principales: creencias motivacionales y estrategias de SRM. Con el fin de lograr nuestros objetivos 550 estudiantes del 7 al 9 grado respondieron a SRMLS.

    Resultados. Expectativas de autoeficacia, valor de la tarea y las metas de logro son buenos predictores de la autorregulación de las estrategias de motivación.

    Conclusión. Los resultados sugieren que las expectativas de autoeficacia, valor de la tarea y las metas de logro pueden ser importantes en la promoción del alumno regulación de la motivación para el aprendizaje. Además, los datos apoyan la validez de constructo e la validez concurrente del instrumiento para su uso con esta población. Se discuten las implicaciones futuras para la investigación y la educación.

  • English

    Introduction. The self-regulation of motivation (SRM) is conceptualized as a metamotivational process that guides students’ efforts and persistence when performing tasks. This process regulates students’ behavior through strategies that are influenced by motivational beliefs. SRM allows students to motivate themselves and guides their behavior.

    Method. In this article we aim to analyze and identify factors that may contribute to students' motivation to learn. The Self-Regulation of Motivation for Learning Scales (SRMLS) is an inventory developed to assess the SRM process in two major dimensions: motivational beliefs and SRM strategies. In order to achieve our goals 550 students from 7th to 9th grades responded to SRMLS.

    Results. Self-efficacy expectations, task value and achievement goals are good predictors of self-regulation of motivation strategies.

    Conclusion. Results suggest that self-efficacy expectations, task value and achievement goals may be important in promoting student´s regulation of motivation for learning. Also, data analyses support the Self-Regulation of Motivation for Learning Scales’ construct and concurrent validities for use with this population. Future implications for research and education are discussed.

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