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A platform for research: civil engineering, architecture and urbanism
Relationship between Learning Strategies and Motivation of University Students
(1) Background: To achieve a quality education, within the university context, has become a fundamental issue in the educational agenda and objectives of Sustainable Development, mainly by corroborating that the knowledge acquired and the level of competence determine academic performance and are related to motivational factors. The objective was to analyze the relationship of the learning strategy through its different dimensions (learning support strategies, intrinsic motivation, and study habits) according to the motivational profile of Education students. (2) Methods: In this study, 436 students from the Faculties of Education of Granada and Jaén (Spain) participated, 318 women (73.6%) and 118 men (26.4%), with a mean age of 19.40 years (±3.67). The ACRA scale on Learning Strategies and the Academic Motivation Scale were used. (3) Results: The results showed that the determination coefficients Learning support strategies [(Q2 = 0.216); (R² = 0.559)], Intrinsic motivation [(Q2 = 0.225); (R² = 0.364)], and Study habits [(Q2 = 0.149); (R² = 0.315)], in the estimation of the measurement model, indicated a great adjustment of the model. (4) Conclusions: The present investigation is not conclusive; however, it presents evidence that could indicate a better performance in the students when implementing motivational strategies.
Relationship between Learning Strategies and Motivation of University Students
(1) Background: To achieve a quality education, within the university context, has become a fundamental issue in the educational agenda and objectives of Sustainable Development, mainly by corroborating that the knowledge acquired and the level of competence determine academic performance and are related to motivational factors. The objective was to analyze the relationship of the learning strategy through its different dimensions (learning support strategies, intrinsic motivation, and study habits) according to the motivational profile of Education students. (2) Methods: In this study, 436 students from the Faculties of Education of Granada and Jaén (Spain) participated, 318 women (73.6%) and 118 men (26.4%), with a mean age of 19.40 years (±3.67). The ACRA scale on Learning Strategies and the Academic Motivation Scale were used. (3) Results: The results showed that the determination coefficients Learning support strategies [(Q2 = 0.216); (R² = 0.559)], Intrinsic motivation [(Q2 = 0.225); (R² = 0.364)], and Study habits [(Q2 = 0.149); (R² = 0.315)], in the estimation of the measurement model, indicated a great adjustment of the model. (4) Conclusions: The present investigation is not conclusive; however, it presents evidence that could indicate a better performance in the students when implementing motivational strategies.
Relationship between Learning Strategies and Motivation of University Students
Eufrasio Pérez-Navío (author) / Óscar Gavín-Chocano (author) / Lara Checa-Domene (author) / Marina García-Valdecasas Prieto (author)
2023
Article (Journal)
Electronic Resource
Unknown
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