Publication: Modelo causal de los factores asociados al aprendizaje autorregulado como mediador del rendimiento académico en estudiantes universitarios
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2016-12-13
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Universidad Complutense de Madrid
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Abstract
El objetivo general de esta investigación fue medir, describir, relacionar y analizar las estrategias cognitivas, metacognitivas y contextuales así como la motivación hacia el aprendizaje de estudiantes universitarios mexicanos, y su relación con diversas variables educativas y socio-familiares como determinantes del rendimiento académico en la universidad, desde la teoría social-cognitiva del aprendizaje autorregulado. Mediante la aplicación y el análisis posterior de las bases de datos institucionales obtenidas del Examen Nacional de Ingreso al Nivel Superior (EXANI-II) y del Cuestionario de Contexto del Centro Nacional de Evaluación (CENEVAL) de los 1,140 estudiantes de licenciatura de la Universidad Autónoma de Yucatán (UADY) que respondieron el Cuestionario de Motivación y Estrategias de Aprendizaje (CMEA) diseñado a partir de la traducción, adaptación y validación del Motivated Strategies for Learning Questionnaire (MSLQ). El tipo de investigación seleccionada fue cuasiexperimental, descriptivo y correlacional-causal. Se realizó un análisis de frecuencias de las variables descriptivas, se calcularon los estadísticos descriptivos de los resultados en las sub-escalas del CMEA, y análisis de medias mediante la prueba t de Student para muestras no relacionadas y análisis de varianza. Finalmente, se calcularon los índices de correlación entre las variables educativas, socio-familiares, motivacionales, y de uso de estrategias y el rendimiento académico. Para evaluar la hipótesis general del ajuste del modelo teórico a los datos se utilizó el programa SPSS Amos 16 y el paquete sem 0.9-14 en R 2.8.0...
The general objective of this research was to measure, describe, relate and analyze cognitive strategies, metacognitive and contextual as well as the motivation towards learning of Mexican university students and its relationship with various educational and family-social variables as determinants of academic achievement at the University from the social-cognitive theory of self-regulated learning. By the application and the subsequent analysis of the institutional databases obtained from the Examen Nacional de Ingreso al nivel Superior (EXANI-II) and Cuestionario de Contexto from the Centro Nacional de Evaluación (CENEVAL) of 1140 students of Bachelor's degree from the Autonomous University of Yucatan (UADY) who answered the Cuestionario de Motivación y Estrategias de Aprendizaje (CMEA) designed from the translation , adaptation and validation of the Motivated Strategies for Learning Questionnaire (MSLQ). The type of design selected for this research was cuasiexperimental, correlational-causal and descriptive. An analysis of frequencies of the variables and the results in the subscales of the CMEA, and averages using the test analysis calculated Student t for non-sampling and analysis of variance was done. Finally, we calculated indices of correlation between educational variables, family social, motivational, and use of strategies and academic achievement. To evaluate the general hypothesis of the setting of the theoretical model to the data, we used the statistical program SPSS Amos 16 and package SEM 0.9-14 in R 2.8.0...
The general objective of this research was to measure, describe, relate and analyze cognitive strategies, metacognitive and contextual as well as the motivation towards learning of Mexican university students and its relationship with various educational and family-social variables as determinants of academic achievement at the University from the social-cognitive theory of self-regulated learning. By the application and the subsequent analysis of the institutional databases obtained from the Examen Nacional de Ingreso al nivel Superior (EXANI-II) and Cuestionario de Contexto from the Centro Nacional de Evaluación (CENEVAL) of 1140 students of Bachelor's degree from the Autonomous University of Yucatan (UADY) who answered the Cuestionario de Motivación y Estrategias de Aprendizaje (CMEA) designed from the translation , adaptation and validation of the Motivated Strategies for Learning Questionnaire (MSLQ). The type of design selected for this research was cuasiexperimental, correlational-causal and descriptive. An analysis of frequencies of the variables and the results in the subscales of the CMEA, and averages using the test analysis calculated Student t for non-sampling and analysis of variance was done. Finally, we calculated indices of correlation between educational variables, family social, motivational, and use of strategies and academic achievement. To evaluate the general hypothesis of the setting of the theoretical model to the data, we used the statistical program SPSS Amos 16 and package SEM 0.9-14 in R 2.8.0...
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Tesis inédita de la Universidad Complutense de Madrid, Facultad de Educación, Departamento de Psicología Evolutiva y de la Educación, leída el 03/02/2016