Browsing by Subject "Volition"

Now showing 1 - 2 of 2
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    Training strategies for self-regulating motivation and volition: effect on Learning
    (2017) Baez-Estradas, Mario; Alonso-Tapia, Jesús
    The objective of this work is to determine the relative and combined effect on self-regulation and learning of teaching students two kinds of self-regulation strategies, the first centered on motivation, and the se-cond on negative emotions that obstruct volitional processes. Two guides with instructions and commentaries that the teacher should give to students before, during and after learning tasks weredeveloped. The learning tasks were also of two kinds, academic –writing composition-and non-ac-ademic –learning to solve problems of the Tangram, a Chinese puzzle-. A total of 178 High School students, 16 to 19 years old (Mean: 16.7) participated in the study. Results of ANOVAs showed that the efficacy of each kind of training varies depending on the dependent variable, though –in general-emotional self-regulation training was superior. Theoretical and practical implications of these results are commented.
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    Voluntad para estudiar, regulación del esfuerzo, gestión eficaz del tiempo y rendimiento académico en alumnos universitarios.
    (Universidad de Murcia. Servicio de Publicaciones, 2011-01-17) Broc Cavero, Miguel Ángel
    In this research study the relationship between metacognitive learning variables, volitional variables and academic achievement in third-year Psychology of Learning students were analyzed. As a starting point we took the works of Pintrich et al (1991), and McCann & Turner (2004). The variables of previous performance (grades) are the best predictors of final achievement, but if removed, metacognitive variables (Time Management and the Effort Management) and volitional strategies (Negative-Based Incentives) come into play in predicting performance. Volitional variables may be considered as latent variables with an indirect influence over the final grades, but with a direct influence over the learning strategies. Such complex relationships (LISREL) should be more thoroughly researched in the future. No statistical differences between men and women were found in any of the variables. The best variables to discriminate between groups of achievement (high, middle and low) were learning variables, such as time management, effort management and metacognitive self-regulation.