Strategic-motivational profile and academic achievement in primary school students

Among a multitude of variables that are involved in self-regulated learning and that define the student’s profile, we find learning strategies and academic motivation. The aim of this study was to analyze relationships between learning strategies, attitude toward study, selfconcept, and academic ach...

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Detalles Bibliográficos
Autores: Martínez Vicente, Marta, Suárez Riveiro, José Manuel, Valiente Barroso, Carlos
Tipo de recurso: artículo
Fecha de publicación:2023
País:España
Institución:Universidad Nacional de Educación a Distancia
Repositorio:e-spacio. Repositorio Institucional de la UNED
Idioma:español
OAI Identifier:oai:e-spacio.uned.es:20.500.14468/24063
Acceso en línea:https://hdl.handle.net/20.500.14468/24063
Access Level:acceso abierto
Palabra clave:58 Pedagogía
self-regulation
learning strategies
academic motivation
student role
academic achievement
autorregulación
estrategias de aprendizaje
motivación académica
rol estudiantil
rendimiento académico
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spelling Strategic-motivational profile and academic achievement in primary school studentsPerfil estratégico-motivacional y rendimiento académico en alumnado de Educación PrimariaMartínez Vicente, MartaSuárez Riveiro, José ManuelValiente Barroso, Carlos58 Pedagogíaself-regulationlearning strategiesacademic motivationstudent roleacademic achievementautorregulaciónestrategias de aprendizajemotivación académicarol estudiantilrendimiento académicoAmong a multitude of variables that are involved in self-regulated learning and that define the student’s profile, we find learning strategies and academic motivation. The aim of this study was to analyze relationships between learning strategies, attitude toward study, selfconcept, and academic achievement. A total of 519 students from upper primary education in Cantabria (Spain) were participants in this cross-sectional study, which used nonexperimental, descriptive, correlational methodology. The results confirmed a tendency for greater use of learning strategies, along with optimal motivation towards schoolwork, to be positively related to overall academic achievement. Moreover, low-medium-high levels of learning strategy use and of academic motivation were differentially associated with academic achievement. This study has confirmed that complementary learning strategies such as group work or extracurricular activities, as well as academic self-concept, are predictive of achievement in the subjects considered, as well as of academic achievement in general. Educational contexts that take into account learning strategies and academic motivation are called for, both as a means and as an end in themselves, in order to achieve meaningful, practical and functional learning that leads to higher academic achievement.Dentro de la multiplicidad de variables implicadas en el aprendizaje autorregulado y que definen el perfil del estudiante se encuentran las estrategias de aprendizaje y la motivación académica. El objetivo de este estudio fue analizar las relaciones entre las estrategias de aprendizaje, la actitud ante el estudio, el autoconcepto y el rendimiento académico. Participaron 519 estudiantes del último nivel de primaria de Cantabria (España) en un estudio transversal de metodología no experimental, descriptivo y correlacional. Los resultados confirmaron la tendencia a que un mayor uso de estrategias de aprendizaje, así como una óptima motivación hacia el trabajo escolar, se relacionan positivamente con el rendimiento académico en general. Además, se encontraron diferencias significativas en el rendimiento académico según el nivel (bajo-medio-alto) del uso de estrategias de aprendizaje y motivación académica. En este estudio se ha confirmado que estrategias complementarias al aprendizaje como pueden ser los trabajos en grupo o las actividades extraescolares, al igual que el autoconcepto académico, son predictores del rendimiento en las asignaturas consideradas, así como en el rendimiento académico en general. Se reivindican contextos educativos que consideren a las estrategias de aprendizaje y la motivación académica, como un medio y un fin en sí mismo para alcanzar aprendizajes significativos, prácticos y funcionales que implican un mayor rendimiento académico.Universidad Nacional de Educación a Distanciahttps://orcid.org/0000-0002-6601-9674https://orcid.org/0000-0003-4670-0523e-Spacio UNED20242024-10-1520232023-01-0220232023-01-02journal articlehttp://purl.org/coar/resource_type/c_6501info:eu-repo/semantics/articleapplication/pdfhttps://hdl.handle.net/20.500.14468/24063reponame:e-spacio. Repositorio Institucional de la UNEDinstname:Universidad Nacional de Educación a DistanciaEspañolspaopen accesshttp://purl.org/coar/access_right/c_abf2info:eu-repo/semantics/openAccesshttp://creativecommons.org/licenses/by-nc-nd/4.0/deed.esoai:e-spacio.uned.es:20.500.14468/240632026-06-06T12:38:31Z
dc.title.none.fl_str_mv Strategic-motivational profile and academic achievement in primary school students
Perfil estratégico-motivacional y rendimiento académico en alumnado de Educación Primaria
title Strategic-motivational profile and academic achievement in primary school students
spellingShingle Strategic-motivational profile and academic achievement in primary school students
Martínez Vicente, Marta
58 Pedagogía
self-regulation
learning strategies
academic motivation
student role
academic achievement
autorregulación
estrategias de aprendizaje
motivación académica
rol estudiantil
rendimiento académico
title_short Strategic-motivational profile and academic achievement in primary school students
title_full Strategic-motivational profile and academic achievement in primary school students
title_fullStr Strategic-motivational profile and academic achievement in primary school students
title_full_unstemmed Strategic-motivational profile and academic achievement in primary school students
title_sort Strategic-motivational profile and academic achievement in primary school students
dc.creator.none.fl_str_mv Martínez Vicente, Marta
Suárez Riveiro, José Manuel
Valiente Barroso, Carlos
author Martínez Vicente, Marta
author_facet Martínez Vicente, Marta
Suárez Riveiro, José Manuel
Valiente Barroso, Carlos
author_role author
author2 Suárez Riveiro, José Manuel
Valiente Barroso, Carlos
author2_role author
author
dc.contributor.none.fl_str_mv https://orcid.org/0000-0002-6601-9674
https://orcid.org/0000-0003-4670-0523
e-Spacio UNED
dc.subject.none.fl_str_mv 58 Pedagogía
self-regulation
learning strategies
academic motivation
student role
academic achievement
autorregulación
estrategias de aprendizaje
motivación académica
rol estudiantil
rendimiento académico
topic 58 Pedagogía
self-regulation
learning strategies
academic motivation
student role
academic achievement
autorregulación
estrategias de aprendizaje
motivación académica
rol estudiantil
rendimiento académico
description Among a multitude of variables that are involved in self-regulated learning and that define the student’s profile, we find learning strategies and academic motivation. The aim of this study was to analyze relationships between learning strategies, attitude toward study, selfconcept, and academic achievement. A total of 519 students from upper primary education in Cantabria (Spain) were participants in this cross-sectional study, which used nonexperimental, descriptive, correlational methodology. The results confirmed a tendency for greater use of learning strategies, along with optimal motivation towards schoolwork, to be positively related to overall academic achievement. Moreover, low-medium-high levels of learning strategy use and of academic motivation were differentially associated with academic achievement. This study has confirmed that complementary learning strategies such as group work or extracurricular activities, as well as academic self-concept, are predictive of achievement in the subjects considered, as well as of academic achievement in general. Educational contexts that take into account learning strategies and academic motivation are called for, both as a means and as an end in themselves, in order to achieve meaningful, practical and functional learning that leads to higher academic achievement.
publishDate 2023
dc.date.none.fl_str_mv 2023
2023-01-02
2023
2023-01-02
2024
2024-10-15
dc.type.none.fl_str_mv journal article
http://purl.org/coar/resource_type/c_6501
dc.type.openaire.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv https://hdl.handle.net/20.500.14468/24063
url https://hdl.handle.net/20.500.14468/24063
dc.language.none.fl_str_mv Español
spa
language_invalid_str_mv Español
language spa
dc.rights.none.fl_str_mv open access
http://purl.org/coar/access_right/c_abf2
info:eu-repo/semantics/openAccess
http://creativecommons.org/licenses/by-nc-nd/4.0/deed.es
rights_invalid_str_mv open access
http://purl.org/coar/access_right/c_abf2
http://creativecommons.org/licenses/by-nc-nd/4.0/deed.es
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidad Nacional de Educación a Distancia
publisher.none.fl_str_mv Universidad Nacional de Educación a Distancia
dc.source.none.fl_str_mv reponame:e-spacio. Repositorio Institucional de la UNED
instname:Universidad Nacional de Educación a Distancia
instname_str Universidad Nacional de Educación a Distancia
reponame_str e-spacio. Repositorio Institucional de la UNED
collection e-spacio. Repositorio Institucional de la UNED
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 15,81155

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