Browsing by Subject "Academic motivation"

Now showing 1 - 3 of 3
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    Aprendizaje motivado en alumnos universitarios: validación y resultados generales de una escala
    (Universidad de Murcia. Servicio de Publicaciones, 2013-06-06) Boza Carreño, Angel; Méndez Garrido, Juan Manuel
    Este trabajo, resultado de un proyecto de investigación financiado por el Plan Propio de Investigación de la Universidad de Huelva, tiene como objetivo construir y validar una escala para evaluar los factores asociados al aprendizaje motivado de los alumnos universitarios. Es una escala Likert que evalúa metas, actitudes, motivos, condiciones, estrategias e implicación en el estudio. La muestra utilizada es aleatoria estratificada proporcional y compuesta por 938 alumnos. Para validar la escala se utiliza juicio de expertos, prueba piloto y análisis factorial. Entre los resultados principales destacamos como rasgos del aprendizaje motivado las metas cognitivas, sociales y de tarea, una actitud orientada al éxito, una atribución de éste a sí mismos, y unos motivos para estudiar relacionados con el trabajo futuro. Los alumnos motivados son competentes en el estudio, combinar capacidad de trabajo individual y trabajo en equipo, usar más las estrategias de aprendizaje, e implicarse en el estudio.
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    Low-Stakes Quizzing as a Predictor of Academic Outcomes: The Role of Motivation in Undergraduate Health Sciences Education.
    (Servicio de Publicaciones. Universidad de Murcia, 2025) Urrejola-Contreras, Gabriela; Tiemann, Paula; Pérez, Miguel A.; Sin departamento asociado
    Introduction: Improving academic performance remains a central challenge in higher education. Test-enhanced learning (TEL) has been shown to improve knowledge retention and support long-term consolidation. However, the role of motivation in TEL contexts, particularly in low-stakes assessments, remains less well understood. This study examined the relationship between quiz performance, academic motivation, and subsequent outcomes in undergraduate health sciences students. Methods: A quasi-experimental design was conducted with 181 kinesiology students enrolled in Biology, Neurophysiology, and Pathophysiology courses. Over 16 weeks, students completed cumulative quizzes, mid-unit tests, and a final exam. Academic motivation was assessed using the Academic Motivation Scale (AMS). Data were analyzed using descriptive statistics and Pearson correlations. Results: Significant positive correlations were observed between early quiz performance and first exam scores (r = 0.50–0.70, p < 0.0001). Strong correlations also emerged between average quiz performance and final course grades across all courses (r = 0.71–0.82, p < 0.0001), confirming the predictive value of low-stakes assessments. Motivation profiles indicated high levels of intrinsic (M = 6.1) and extrinsic motivation (M = 6.2), alongside low but variable levels of lack of motivation (M = 1.8). Elevated intrinsic and extrinsic motivation likely fostered quiz engagement, consistent with self-determination theory. A minority of students reported high lack of motivation, suggesting potential risk for disengagement and academic failure. Conclusion: These findings suggest that TEL is effective both as a learning enhancer and as an early diagnostic tool. Integrating motivational assessments with structured low-stakes testing may help optimize teaching strategies, provide timely support for at-risk students, and improve academic success in higher education.
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    Motivación y aprendizaje autorregulado como predictoresdel rendimiento académico en estudiantes avanzados de Medicina
    (Universidad de Murcia, Servicio de Publicaciones, 2026) Curione, Karina; Freire, Teresa; Sin departamento asociado
    This study examines the relationship between motivation, self-efficacy, and self-regulated learningstrategies (SRL strategies) in advanced medical students, evaluating their influence on academicperformance. The Motivated Strategies for Learning Questionnaire (MSLQ) was used to assessmotivational dimensions (Intrinsic Value, Self-Efficacy, Test Anxiety) and cognitive, metacognitive, and resource management strategies. Results show that high-performing students exhibit higherlevels of self-efficacy, intrinsic value, and use of metacognitive and resource management strategies, such as time and study environment management, effort regulation, and organization.Correlational analyses indicate that motivation enhances the application of effective strategies andthat self-efficacy predicts engagement in self-regulated learning. Semi-structured interviews revealthat high-performing students combine individual and collaborative study, prioritize and managetheir time, and adjust their strategies according to academic demands, indicating the use ofPintrich’s self-regulated learning strategies including time and study environment management, effort regulation, metacognitive self-regulation, collaborative learning, and motivational regulation,which contribute to their academic success. These findings highlight the importance of integratingprograms that foster motivation and self-regulation to optimize academic performance and thedevelopment of clinical competencies in Medicine.