ACADEMIC MOTIVATION AND CLASSROOM WORK

ACADEMIC MOTIVATION AND CLASSROOM WORK

Attending to the educational reforms of institutions of Higher Education in the generation of teaching conditions to train professionals who develop skills and knowledge in a process of fostering autonomy and lifelong learning. An exploration of the results obtained in the indicators that form the a...

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Autores principales: Fraijo Figueroa, José Alberto, Norzagaray Benitez, Claudia Cecilia, López Pérez, Gabriel Bernardo, Montaño Martínez, Eneida Esmeralda
Formato: Online
Lenguaje:spa
Publicado: UNIVERSIDAD DE SONORA 2023
Acceso en línea:https://biolex.unison.mx/index.php/biolex_unison_mx/article/view/282
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spelling oai:https:--biolex.unison.mx-:article-2822023-03-02T17:14:57Z ACADEMIC MOTIVATION AND CLASSROOM WORK MOTIVACIÓN ACADÉMICA Y EL TRABAJO EN AULA Fraijo Figueroa, José Alberto Norzagaray Benitez, Claudia Cecilia López Pérez, Gabriel Bernardo Montaño Martínez, Eneida Esmeralda aprendizaje autónomo autorregulación del aprendizaje motivación académica diseño instruccional formación disciplinaria Attending to the educational reforms of institutions of Higher Education in the generation of teaching conditions to train professionals who develop skills and knowledge in a process of fostering autonomy and lifelong learning. An exploration of the results obtained in the indicators that form the academic motivation dimension of students new to a Higher Education Institution to be used to possible proposals for teaching work and instructional design  that allow to orient their professional training under an autonomous learning perspective. Participants are 85 first grade students (72 women and 13 men) enrolled in a public university in the northwest of the Mexican Republic. A cross-sectional study was performed with a non-probabilistic sampling type with intact groups. The academic motivation dimension was assessed using the instrument Cuestionario de Motivación y Estrategias de Aprendizaje (CMEA). The Task Value, Control Beliefs, and Learning Self-Efficacy dimensions have the highest scores, and the Test Anxiety dimension has the lowest score. Some reflections and actions are presented that have themselves to be effective in promoting the indicators that make up the academic motivation dimension.   Key words: autonomous learning, self-regulation learning, disciplinary training, academic motivation, instructional design. Atendiendo las reformas educativas de las Instituciones de Educación Superior en la generación de condiciones de enseñanza para formar profesionistas que desarrollen habilidades y conocimientos a en un proceso de fomentar la autonomía y un aprendizaje a lo largo de la vida. Se realiza una exploración de los valores que se obtienen en los indicadores que conforman la dimensión motivación académica en estudiantes de nuevo ingreso a una Institución de Educación Superior para plantear posibles propuestas de trabajo docente que permitan orientar su formación profesional bajo una perspectiva de aprendizaje autónomo. Participan 85 estudiantes de nuevo ingreso (72 mujeres y 13 hombres) inscritos en una universidad pública en el noroeste de la República Mexicana. Se realizó un estudio transversal con un tipo de muestreo no probabilístico con grupos intactos. Se evaluó la dimensión motivación académica utilizando el instrumento Cuestionario de Motivación y Estrategias de Aprendizaje (CMEA). Las dimensiones Valor de tarea, Creencias de control y Autoeficacia para el aprendizaje presentan las puntuaciones más altas, y la dimensión Ansiedad ante los exámenes presenta la menor puntuación. Se presentan algunas reflexiones y acciones que han mostrado ser efectivas en el fomento de los indicadores que conforman la dimensión de motivación académica. UNIVERSIDAD DE SONORA 2023-02-28 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/xml https://biolex.unison.mx/index.php/biolex_unison_mx/article/view/282 10.36796/biolex.v15i26.282 BIOLEX; Vol. 15 No. 26 (2023): BIOLEX Revista Jurídica del Departamento de Derecho; 1-28 BIOLEX REVISTA JURIDICA DEL DEPARTAMENTO DE DERECHO; Vol. 15 Núm. 26 (2023): BIOLEX Revista Jurídica del Departamento de Derecho; 1-28 2007-5545 2007-5634 spa https://biolex.unison.mx/index.php/biolex_unison_mx/article/view/282/317 https://biolex.unison.mx/index.php/biolex_unison_mx/article/view/282/327 https://creativecommons.org/licenses/by-nc-nd/4.0
institution Biolex
collection OJS
language spa
format Online
author Fraijo Figueroa, José Alberto
Norzagaray Benitez, Claudia Cecilia
López Pérez, Gabriel Bernardo
Montaño Martínez, Eneida Esmeralda
spellingShingle Fraijo Figueroa, José Alberto
Norzagaray Benitez, Claudia Cecilia
López Pérez, Gabriel Bernardo
Montaño Martínez, Eneida Esmeralda
ACADEMIC MOTIVATION AND CLASSROOM WORK
author_facet Fraijo Figueroa, José Alberto
Norzagaray Benitez, Claudia Cecilia
López Pérez, Gabriel Bernardo
Montaño Martínez, Eneida Esmeralda
author_sort Fraijo Figueroa, José Alberto
title ACADEMIC MOTIVATION AND CLASSROOM WORK
title_short ACADEMIC MOTIVATION AND CLASSROOM WORK
title_full ACADEMIC MOTIVATION AND CLASSROOM WORK
title_fullStr ACADEMIC MOTIVATION AND CLASSROOM WORK
title_full_unstemmed ACADEMIC MOTIVATION AND CLASSROOM WORK
title_sort academic motivation and classroom work
description Attending to the educational reforms of institutions of Higher Education in the generation of teaching conditions to train professionals who develop skills and knowledge in a process of fostering autonomy and lifelong learning. An exploration of the results obtained in the indicators that form the academic motivation dimension of students new to a Higher Education Institution to be used to possible proposals for teaching work and instructional design  that allow to orient their professional training under an autonomous learning perspective. Participants are 85 first grade students (72 women and 13 men) enrolled in a public university in the northwest of the Mexican Republic. A cross-sectional study was performed with a non-probabilistic sampling type with intact groups. The academic motivation dimension was assessed using the instrument Cuestionario de Motivación y Estrategias de Aprendizaje (CMEA). The Task Value, Control Beliefs, and Learning Self-Efficacy dimensions have the highest scores, and the Test Anxiety dimension has the lowest score. Some reflections and actions are presented that have themselves to be effective in promoting the indicators that make up the academic motivation dimension.   Key words: autonomous learning, self-regulation learning, disciplinary training, academic motivation, instructional design.
publisher UNIVERSIDAD DE SONORA
publishDate 2023
url https://biolex.unison.mx/index.php/biolex_unison_mx/article/view/282
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