ACADEMIC MOTIVATION AND CLASSROOM WORK
DOI:
https://doi.org/10.36796/biolex.v15i26.282Keywords:
aprendizaje autónomo, autorregulación del aprendizaje, motivación académica, diseño instruccional, formación disciplinariaAbstract
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.
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