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Tytuł pozycji:

The Use of Classmates as a Self-Motivation Strategy From the Perspective of Self-Regulated Learning

Tytuł :
The Use of Classmates as a Self-Motivation Strategy From the Perspective of Self-Regulated Learning
Autorzy :
José Manuel Suárez
Ana Patricia Fernández
Ángela Zamora
Pokaż więcej
Temat :
self-regulated learning
self-motivational strategies
academic motivation
gender
goal orientations
Psychology
BF1-990
Źródło :
Frontiers in Psychology, Vol 10 (2019)
Wydawca :
Frontiers Media S.A., 2019.
Rok publikacji :
2019
Kolekcja :
LCC:Psychology
Typ dokumentu :
article
Opis pliku :
electronic resource
Język :
English
ISSN :
1664-1078
Relacje :
https://www.frontiersin.org/article/10.3389/fpsyg.2019.01314/full; https://doaj.org/toc/1664-1078
DOI :
10.3389/fpsyg.2019.01314
Dostęp URL :
https://doaj.org/article/49d3ae8778384fdaa0166bfcf6751b4d
Numer akcesji :
edsdoj.49d3ae8778384fdaa0166bfcf6751b4d
Czasopismo naukowe
It can be stated that self-regulated learning (SRL) brings broad benefits to the process of students’ learning and studying. However, research has yet to be undertaken in relation to one of its components, namely self-regulation of motivation and affectivity. The main objectives of this study are to examine the use of self-motivation strategies that involve classmates and to obtain models on the influence of academic goals and self-efficacy on such self-motivation strategies. To this end, was conducted a study using two different samples of students in the compulsory secondary education or baccalaureate stages in Spain (N = 613 and N = 910). The results obtained indicate that, with regard to gender, differences only exist in the use of the strategy of deception (t = 5.450, p < 0.001, d = 0.364). That the two pairs of strategies positively and significantly correlated with one another (r = 0.239, p < 0.01 and r = 0.355, p < 0.01). That only the strategy of annulation of others correlates with a more adaptive type of motivation. Thus, the group of students that reported the greatest level in its use also did so in relation to task and ego self-enhancing goals, to self-efficacy, and being negatively associated with the goal of work avoidance. Finally, were offered models on relationships between academic goals, self-efficacy and enhancement and annulation strategies [χ2(8) = 5.204, p = 0.736] and deception and annulation strategies [χ2(4) = 3.228, p = 0.520].

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