La relación entre los constructos motivacionales y el aprendizaje autorregulado: una revisión sistemática
Palabras clave:
Constructos motivacionales, aprendizaje autorregulado, autoeficacia, desempeño académicoResumen
El objetivo de esta revisión fue identificar los constructos motivacionales que estaban mayormente asociados con el aprendizaje autorregulado y cómo estos constructos motivacionales se relacionaban con el aprendizaje autorregulado. Se incluyeron 20 estudios (N=8,759) que cumplían con los criterios de inclusión para esta revisión. En general, la evidencia de los estudios incluidos mostró que los constructos motivacionales, tales como la autoeficacia, la orientación de metas intrínsecas, el valor de la tarea y el desempeño académico, estaban positiva y significativamente relacionados con el aprendizaje autorregulado y lo predecían; la ansiedad ante los exámenes estaba negativa e insignificativamente relacionada con el aprendizaje autorregulado y lo predecía; se observaron resultados inconsistentes para la orientación de metas extrínsecas, ya que podría estar positiva o negativamente relacionada con el aprendizaje autorregulado y predecirlo.
Descargas
Referencias
Abuhamdeh, S., & Csikszentmihalyi, M. (2009). Intrinsic and extrinsic motivational orientations in the competitive context: An examination of person-situation interactions. Journal of Personality, 77(5), 1615–1635. https://doi.org/10.1111/J.1467-6494.2009.00594.X
Bandura, A. (1997). Self-efficacy: The exercise of control (Freeman).
Berger, J.-L., & Karabenick, S. A. (2011). Motivation and students’ use of learning strategies: Evidence of unidirectional effects in mathematics classrooms. Learning and Instruction, 21(3), 416–428. https://doi.org/10.1016/j.learninstruc.2010.06.002
ÇİMENLİ, B., & HIRÇIN ÇOBAN, M. (2019). Self-Efficacy Beliefs and Self-Regulated Learning Strategies of Prep School Students and Their Relation with Language Proficiency Levels. Bartın Üniversitesi Eğitim Fakültesi Dergisi, 8(3), 1072–1087. https://doi.org/10.14686/buefad.603454
Cleary, T. J., & Kitsantas, A. (2017). Motivation and Self-Regulated Learning Influences on Middle School Mathematics Achievement. School Psychology Review, 46(1), 88–107. https://doi.org/10.17105/SPR46-1.88-107
Fadlelmula, F. K., Cakiroglu, E., & Sungur, S. (2015). Developing a Structural Model on the Relationship among Motivational Beliefs, Self-Regulated Learning Strategies, and Achievement in Mathematics. International Journal of Science and Mathematics Education, 13(6), 1355–1375. https://doi.org/10.1007/s10763-013-9499-4
Huang, T. (2024). An Investigation of the Relationship between Self-Efficacy and Self-Regulated Learning among Chinese College Students: The Mediated Role of Task Value. OALib, 11(04), 1–16. https://doi.org/10.4236/oalib.1111474
Jakešová, J., Kalenda, J., & Gavora, P. (2015). Self-regulation and Academic Self-efficacy of Czech University Students. Procedia - Social and Behavioral Sciences, 174, 1117–1123. https://doi.org/10.1016/j.sbspro.2015.01.803
Karlen, Y. (2016). Differences in students’ metacognitive strategy knowledge, motivation, and strategy use: A typology of self-regulated learners. The Journal of Educational Research, 109(3), 253–265. https://doi.org/10.1080/00220671.2014.942895
Komarraju, M., & Nadler, D. (2013). Self-efficacy and academic achievement: Why do implicit beliefs, goals, and effort regulation matter? Learning and Individual Differences, 25, 67–72. https://doi.org/10.1016/j.lindif.2013.01.005
Lavasani, M. G., Mirhosseini, F. S., Hejazi, E., & Davoodi, M. (2011). The Effect of Self-regulation Learning Strategies Training on the Academic Motivation and Self-efficacy. Procedia - Social and Behavioral Sciences, 29, 627–632. https://doi.org/10.1016/j.sbspro.2011.11.285
Law, Y., Chan, C. K. K., & Sachs, John. (2008). Beliefs about learning, self‐regulated strategies and text comprehension among Chinese children. British Journal of Educational Psychology, 78(1), 51–73. https://doi.org/10.1348/000709907X179812
Lim, S. L., & Yeo, K. J. (2021c). A systematic review of the relationship between motivational constructs and self-regulated learning. International Journal of Evaluation and Research in Education (IJERE), 10(1), 330. https://doi.org/10.11591/ijere.v10i1.21006
Muwonge, C. M., Schiefele, U., Ssenyonga, J., & Kibedi, H. (2019). Modeling the relationship between motivational beliefs, cognitive learning strategies, and academic performance of teacher education students. South African Journal of Psychology, 49(1), 122–135. https://doi.org/10.1177/0081246318775547
Ocak, G., & Yamaç, A. (2013). Examination of the relationships between fifth graders’ self-regulated learning strategies, motivational beliefs, attitudes, and achievement. Kuram ve Uygulamada Egitim Bilimleri, 13, 380–387.
Pintrich, P. R. (2000). The Role of Goal Orientation in Self-Regulated Learning. In Handbook of Self-Regulation (pp. 451–502). Elsevier. https://doi.org/10.1016/B978-012109890-2/50043-3
Pintrich, P., Smith, D., Duncan, T., & Mckeachie, W. (1991). A Manual for the Use of the Motivated Strategies for Learning Questionnaire (MSLQ). Ann Arbor. Michigan, 48109, 1259.
Pressley, Michael., & McCormick, C. B. (1995). Advanced educational psychology for educators, researchers, and policymakers. In Advanced educational psychology. HarperCollins College Publishers.
Roick, J., & Ringeisen, T. (2018). Students’ math performance in higher education: Examining the role of self-regulated learning and self-efficacy. Learning and Individual Differences, 65, 148–158. https://doi.org/10.1016/j.lindif.2018.05.018
Sitzmann, T., & Ely, K. (2011). A meta-analysis of self-regulated learning in work-related training and educational attainment: What we know and where we need to go. Psychological Bulletin, 137(3), 421–442. https://doi.org/10.1037/a0022777
Stolk, J., & Harari, J. (2014). Student motivations as predictors of high-level cognitions in project-based classrooms. Active Learning in Higher Education, 15(3), 231–247. https://doi.org/10.1177/1469787414554873
Tuan Ismail, T. N., Vadeveloo, T., Kamarunzaman, N. Z., Yusof, R., Mahamad Aziz, F. M., & Hanim Rahmat, N. (2023). Exploring Motivation for Learning Through Aldefer’s Theory. International Journal of Academic Research in Business and Social Sciences, 13(2). https://doi.org/10.6007/IJARBSS/v13-i2/14453
Walker, C. O., Greene, B. A., & Mansell, R. A. (2006). Identification with academics, intrinsic/extrinsic motivation, and self-efficacy as predictors of cognitive engagement. Learning and Individual Differences, 16(1), 1–12. https://doi.org/10.1016/j.lindif.2005.06.004
Wolters, C. A., Yu, S. L., & Pintrich, P. R. (1996). The relation between goal orientation and students’ motivational beliefs and self-regulated learning. Learning and Individual Differences, 8(3), 211–238. https://doi.org/10.1016/S1041-6080(96)90015-1
Zamora-Araya, J. A., Cruz-Quesada, J. D., & Amador-Montes, M. S. (2020). Autoeficacia y su relación con el rendimiento académico en estudiantes de enseñanza de la matemática. Innovaciones Educativas, 22(32), 137–150. https://doi.org/10.22458/ie.v22i32.2818
Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81(3), 329–339. https://doi.org/10.1037/0022-0663.81.3.329
Zimmerman, B. J., & Moylan, A. (2009). Self-regulation: Where metacognition and motivation intersect. Handbook of Metacognition in Education, 299–315.
Descargas
Publicado
Número
Sección
Licencia
Derechos de autor 2025 Veronica Lisbeth Vilela Guaman, Vannesa Jazmín Ortega Vicuña, Mirtha Betsabeth Calverto Villavicencio, Silvia Patricia Herrera Peñafiel (Autor/a)
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
Los artículos publicados en la revista se distribuyen bajo la licencia Creative Commons Atribución 4.0 Internacional (CC BY 4.0). Esta licencia permite a terceros descargar, copiar, distribuir, adaptar y reutilizar una obra, incluso con fines comerciales, siempre que se otorgue el crédito adecuado al autor original.
