Training strategies for self-regulating motivation and volition: effect on Learning
The objective of this work is to determine the relative and combined effect on self-regulation and learning of teaching students two kinds of self-regulation strategies, the first centered on motivation, and the se-cond on negative emotions that obstruct volitional processes. Two guides with instruc...
| Autores: | , |
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| Tipo de documento: | artigo |
| Data de publicação: | 2017 |
| País: | España |
| Recursos: | Universidad de Murcia |
| Repositório: | DIGITUM. Depósito Digital Institucional de la Universidad de Murcia |
| OAI Identifier: | oai:digitum.um.es:10201/143323 |
| Acesso em linha: | http://dx.doi.org/10.6018/analesps.33.2.229771 http://hdl.handle.net/10201/143323 |
| Access Level: | Acceso aberto |
| Palavra-chave: | Learning motivation Volition Motivación para aprender Volición CDU::1 - Filosofía y psicología::159.9 - Psicología |
| Resumo: | The objective of this work is to determine the relative and combined effect on self-regulation and learning of teaching students two kinds of self-regulation strategies, the first centered on motivation, and the se-cond on negative emotions that obstruct volitional processes. Two guides with instructions and commentaries that the teacher should give to students before, during and after learning tasks weredeveloped. The learning tasks were also of two kinds, academic –writing composition-and non-ac-ademic –learning to solve problems of the Tangram, a Chinese puzzle-. A total of 178 High School students, 16 to 19 years old (Mean: 16.7) participated in the study. Results of ANOVAs showed that the efficacy of each kind of training varies depending on the dependent variable, though –in general-emotional self-regulation training was superior. Theoretical and practical implications of these results are commented. |
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