Publication: Objective assessment of goal orientation, time management and learning outcomes.
Authors
Romero, Miriam ; Juola, James F. ; Casadevante, Cristina ; Hernández, José Manuel
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Publisher
Universidad de Murcia. Servicio de Publicaciones
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DOI
https://doi.org/10.6018/analesps.484851
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info:eu-repo/semantics/article
Description
Abstract
Las conductas dirigidas a lograr metas y a gestionar tareas en un periodo de tiempo determinado desempeñan un papel importante cuando las personas realizan actividades de aprendizaje. Estos comportamientos, denominados como orientación a metas y gestión del tiempo, han sido am-pliamente estudiados desde los modelos de aprendizaje autorregulado. Es-tudios previos han empleado tradicionalmente auto-informes para estudiar estas variables. Sin embargo, esta metodología subjetiva presenta limitacio-nes, por lo que algunos autores han enfatizado las ventajas del empleo de medidas objetivas. En este trabajo, empleamos test objetivos para evaluar la orientación a metas, la gestión del tiempo y estudiar su relación con resultados de aprendizaje. Se emplea un modelo de ecuaciones estructurales pa-ra examinar las relaciones. Los resultados muestran un buen ajuste del modelo a los datos. La orientación al aprendizaje muestra un efecto directo sobre la gestión del tiempo y ambas variables muestran un efecto directo sobre una tarea de aprendizaje. La gestión del tiempo mostró un efecto di-recto sobre el rendimiento académico. Se discuten las implicaciones teóri-cas y prácticas.
Behaviors directed to achieving goals and managing tasks in a set period of time play important roles when people engage in learning ac-tivities. These behaviors, labeled goal orientation and time management, have been widely studied as part of self-regulated learning models. Previ-ous works have traditionally employed self-reports to study these variables. However, these subjective methodologies suffer from limitations, and some researchers highlight the advantages of using objective measures. In the present work, we employ objective tests to study goal orientation, time management and their relation to learning outcomes. We propose a model and employ structural equation modeling to examine the hypothesized re-lations. The results provided a good fit to the data. Goal orientation (mas-tery) has a direct effect on time management, and both variables have di-rect effects on scores in a learning task. Time management also has a direct effect on academic performance. Theoretical and practical implications are discussed.
Behaviors directed to achieving goals and managing tasks in a set period of time play important roles when people engage in learning ac-tivities. These behaviors, labeled goal orientation and time management, have been widely studied as part of self-regulated learning models. Previ-ous works have traditionally employed self-reports to study these variables. However, these subjective methodologies suffer from limitations, and some researchers highlight the advantages of using objective measures. In the present work, we employ objective tests to study goal orientation, time management and their relation to learning outcomes. We propose a model and employ structural equation modeling to examine the hypothesized re-lations. The results provided a good fit to the data. Goal orientation (mas-tery) has a direct effect on time management, and both variables have di-rect effects on scores in a learning task. Time management also has a direct effect on academic performance. Theoretical and practical implications are discussed.
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Citation
anales de psicología / annals of psychology, 2022, vol. 38, nº 2
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