Motivación aplicada al aprendizaje en tiempos de pandemia
Palabras clave:
Motivación, aprendizaje, Argumentación Jurídica, pandemia
Resumen
Analizando los diferentes estudios que se han realizado sobre el aprendizaje, la motivación se ha convertido en un medio que influye sobre las capacidades de los estudiantes para aprender en las universidades. Este estudio tiene como objetivo determinar el efecto que causa la motivación aplicada al aprendizaje del curso de Argumentación Jurídica en tiempos de pandemia. El método de investigación de este trabajo es cuantitativo a través del uso del cuestionario traducido (MSLQ) “Cuestionario de Estrategias de Aprendizaje y Motivación” de Pintrich y colaboradores (1991), formado por preguntas sobre la motivación y las estrategias de aprendizaje aplicado a los estudiantes del tercer año del curso de Argumentación Jurídica, siendo un total de 206 estudiantes. Los resultados mostraron que una debida motivación causa que el estudiante aprenda de forma adecuada. De esta manera se concluye que a mayor motivación por parte del docente a los estudiantes mejor será el aprendizaje y el interés que despierte por el curso, pese a la pandemia que estamos atravesando mundialmente.
Citas
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Curione, K., & Huertas, J. (2017). Revisión del MSLQ: veinticinco años de evaluación motivacional. Revista de Psicología, 12(24), 55-67. https://erevistas.uca.edu.ar/index.php/RPSI/article/view/414
Duncan, T. G., & McKeachie, W. J. (2005). The making of the Motivated Strategies for Learning Questionnaire. Educational Psychologist, 40(2), 117-128. https://doi.org/10.1207/s15326985ep4002_6
Dunn, K. E., Lo, W.-J., Mulvenon, S. W., & Sutcliffe, R. (2012). Revisiting the Motivated Strategies for Learning Questionnaire: A theoretical and statistical reevaluation of the metacognitive self-regulation and effort regulation subscales. Educational & Psychological Measurement, 72(2), 312-331. https://doi.org/10.1177/0013164411413461
Erturan-Ilker, G., Arslan, Y., & Demirhan, G. (2014). A validity and reliability study of the Motivated Strategies for Learning Questionnaire. Educational Sciences: Theory Practice, 14(3), 829-833. https://doi.org/10.12738/estp.2014.3.1871
Escobar Fandiño, F.G., Muñoz, L.D., Silva Velandia, A.J. (2019). Motivation and E-Learning English as a foreign language: A qualitative study. Heliyon, 5(9), e02394. https://doi.org/10.1016/j.heliyon.2019.e02394
Fajčíková, A., and Urbancová, H. (2019). Factors Influencing Students’ Motivation to Seek Higher Education—A Case Study at a State University in the Czech Republic. Sustainability 2019, 11(17), 4699. https://doi.org/10.3390/su11174699
Gong, D., Yang, H.H., y Cai, J. (2020). Exploring the key influencing factors on college students’ computational thinking skills through flipped-classroom instruction. International Journal of Educational Technology in Higher Education, 17(1),19 https://doi.org/10.1186/s41239-020-00196-0
International Test Commission (2005). International Guidelines on Test Adaptation. http://www.intestcom.org
Ju, H. , & Choi, I. (2018). The Role of Argumentation in Hypothetico-Deductive Reasoning During Problem-Based Learning in Medical Education: A Conceptual Framework. Interdisciplinary Journal of Problem-Based Learning, 12(1).
https://doi.org/10.7771/1541-5015.1638
Kapasia, N., Paul, P., Roy, A., (...), Das, P., Chouhan, P. (2020). Impact of lockdown on learning status of undergraduate and postgraduate students during COVID-19 pandemic in West Bengal, India. Children and Youth Services Review, 116, 105194, https://doi.org/10.1016/j.childyouth.2020.105194
Kaur, D.P., Mantri, A., y Horan, B. (2020). Enhancing Student Motivation with use of Augmented Reality for Interactive Learning in Engineering Education. Procedia Computer Science, 172, 881-885. https://doi.org/10.1016/j.procs.2020.05.127
Kucherenko, P., y Klochko, E. (2019). The concept of constitutional identity as a legal argument in constitutional judicial practice. Russian Law Journal, 7(4), 99-124, https://doi.org/10.17589/2309-8678-2019-7-4-99-124
Lee, J. C.-K., Yin, H. B., & Zhang, Z. H. (2010). Adaptation and analysis of Motivated Strategies for Learning Questionnaire in the Chinese setting. International Journal of Testing, 10(2), 149-165. https://doi.org/10.1080/15305050903534670
Liu, R., Chiang, Y.-L. (2019). “Who is more motivated to learn? The roles of family background and teacher-student interaction in motivating student learning”. Journal of Chinese Sociology, 6(1). https://doi.org/10.1186/s40711-019-0095
Magno, C. (2011). Validating the Academic Selfregulated Learning Scale with the Motivated Strategies for Learning Questionnaire (MSLQ) and Learning and Study Strategies Inventory (LASSI). The International Journal of Educational and Psychological Assessment, 7(2), 56-73. https://ssrn.com/abstract=2287180
Mayer, R. E. (1992). Cognition and instruction: Their historic meeting within educational psychology. Journal of Educational Psychology, 84(4), 405–412. https://doi.org/10.1037/0022-0663.84.4.405
Muis, K. R., Winne, P. H., & Jamieson-Noel, D. (2007). Using a multitrait-multimethod analysis to examine conceptual similarities of three self-regulated learning inventories. British Journal of Educational Psychology, 77(1), 177-195. https://doi.org/10.1348/000709905X90876
Muñiz, J., Elosua, P., & Hambleton, R. K. (2013). Directrices para la traducción y adaptación de los tests (2ª ed.). Psicothema, 25(2), 151-157. http:// www.psicothema.com
Na, K.S., Petsangsri, S., Tasir, Z. (2019). The Relationship between Academic Performance and Motivation Level in e-Learning among. Thailand University Students International. International Journal of Information and Education Technology, 10(3), 181-185. https://doi.org/10.18178/ijiet.2020.10.3.1360
Nielsen, T. (2018). The intrinsic and extrinsic motivation subscales of the motivated strategies for learning questionnaire: A Rasch-based construct validitystudy. Cogent Education, 5(1),1504485, https://bit.ly/3rM5z7L
Ortega, F.Z., Martinez, A.M., Cuberos, R.C., y Jiménez, J.L.U. (2019). “nalysis of the psychometric properties of the Motivation and Strategies of Learning Questionnaire-Short Form (MSLQ-SF) in Spanish higher education students. Social Sciences, 8(5),132. https://doi.org/10.3390/socsci8050132
Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33-40. https://doi.org/10.1037/0022-0663.82.1.33
Pintrich, P. R., Smith, D. A. F., García, T., & McKeachie,W. J. (1993). Reliability and predictive validity of the Motivated Strategies for Learning Questionnaire (MSLQ). Educational and Psychological Measurement, 53(3), 801-813. https://doi.org/10.1177/0013164493053003024
Pintrich, P. R., Smith, D. A., García, T., & McKeachie, W. (1991). A Manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ). Ann Arbor: University of Michigan. https:// eric.ed.gov/?id=ED338122
Quesada-Pallarès, C., Sánchez-Martí, A., Ciraso-Calí, A., y Pineda-Herrero, P. (2019). Online vs. Classroom Learning: Examining Motivational and Self-Regulated Learning Strategies Among Vocational Education and Training Students. Front. Psychol., 19. https://doi.org/10.3389/fpsyg.2019.02795
Ramirez-Dorantes, M. C., Canto y Rodríguez, J. E., Bueno-Alvarez, J. A., & Echazarreta-Moreno, A. (2013). Psychometric validation of the Motivated Strategies for Learning Questionnaire, with Mexican university students. Electronic Journal of Research in Educational Psychology, 11(1), 193-214. http://www.investigacion-psicopedagogica.org/revista/new/index.php
Roces, C., Tourón, J. y González, M.C. (1995). Motivación, estrategias de aprendizaje y rendimiento de los alumnos universitarios. Bordón, 47(1), 107-120. https://dadun.unav.edu/handle/10171/6969
Schunk, D. H. (2005). Self-Regulated Learning: The Educational Legacy. Educational Psychologist, 40(2), 85-94. https://doi.org/10.1207/s15326985ep4002_3
Soler Costa, R. (2016). ¿Es el Lenguaje de los Docentes Creativo? Análisis de sus Expresiones más Frecuente. REICE. Revista Iberoamericana Sobre Calidad, Eficacia Y Cambio En Educación, 10(3). https://revistas.uam.es/reice/article/view/3043
Stark, E. (2019). Examining the role of motivation and learning strategies in student success in online versus face-to-face courses. Online Learning Journal, 23(3), 234-251. https://doi:10.24059/olj.v23i3.1556
Van Widenfelt, B. M., Treffers, P. D. A., De Beurs, E., Siebelink, B. M., & Koudijs, E. (2005). Translation and cross-cultural adaptation of assessment instruments used in psychological research with children and families. Clinical Child and Family Psychology Review, 8(2), 135-147. https://doi.org/10.1007/s10567-005-4752-1
Winne, P. H. (1995). Inherent details in self-regulated learning. Educational Psychologist, 30, 173-187. https://doi.org/10.1207/s15326985ep3004_2
Wolters, C. A. (2003). Regulation of motivation: Evaluating an underemphasized aspect of self-regulated learning. Educational Psychologist, 38(4), 189-205. https://doi.org/10.1207/S15326985EP3804_1
Credé, M., & Phillips, L. A. (2011). A meta-analytic review of the Motivated Strategies for Learning Questionnaire. Learning and Individual Differences, 21(4), 337-346. https://doi.org/10.1016/j.lindif.2011.03.002
Curione, K., & Huertas, J. (2017). Revisión del MSLQ: veinticinco años de evaluación motivacional. Revista de Psicología, 12(24), 55-67. https://erevistas.uca.edu.ar/index.php/RPSI/article/view/414
Duncan, T. G., & McKeachie, W. J. (2005). The making of the Motivated Strategies for Learning Questionnaire. Educational Psychologist, 40(2), 117-128. https://doi.org/10.1207/s15326985ep4002_6
Dunn, K. E., Lo, W.-J., Mulvenon, S. W., & Sutcliffe, R. (2012). Revisiting the Motivated Strategies for Learning Questionnaire: A theoretical and statistical reevaluation of the metacognitive self-regulation and effort regulation subscales. Educational & Psychological Measurement, 72(2), 312-331. https://doi.org/10.1177/0013164411413461
Erturan-Ilker, G., Arslan, Y., & Demirhan, G. (2014). A validity and reliability study of the Motivated Strategies for Learning Questionnaire. Educational Sciences: Theory Practice, 14(3), 829-833. https://doi.org/10.12738/estp.2014.3.1871
Escobar Fandiño, F.G., Muñoz, L.D., Silva Velandia, A.J. (2019). Motivation and E-Learning English as a foreign language: A qualitative study. Heliyon, 5(9), e02394. https://doi.org/10.1016/j.heliyon.2019.e02394
Fajčíková, A., and Urbancová, H. (2019). Factors Influencing Students’ Motivation to Seek Higher Education—A Case Study at a State University in the Czech Republic. Sustainability 2019, 11(17), 4699. https://doi.org/10.3390/su11174699
Gong, D., Yang, H.H., y Cai, J. (2020). Exploring the key influencing factors on college students’ computational thinking skills through flipped-classroom instruction. International Journal of Educational Technology in Higher Education, 17(1),19 https://doi.org/10.1186/s41239-020-00196-0
International Test Commission (2005). International Guidelines on Test Adaptation. http://www.intestcom.org
Ju, H. , & Choi, I. (2018). The Role of Argumentation in Hypothetico-Deductive Reasoning During Problem-Based Learning in Medical Education: A Conceptual Framework. Interdisciplinary Journal of Problem-Based Learning, 12(1).
https://doi.org/10.7771/1541-5015.1638
Kapasia, N., Paul, P., Roy, A., (...), Das, P., Chouhan, P. (2020). Impact of lockdown on learning status of undergraduate and postgraduate students during COVID-19 pandemic in West Bengal, India. Children and Youth Services Review, 116, 105194, https://doi.org/10.1016/j.childyouth.2020.105194
Kaur, D.P., Mantri, A., y Horan, B. (2020). Enhancing Student Motivation with use of Augmented Reality for Interactive Learning in Engineering Education. Procedia Computer Science, 172, 881-885. https://doi.org/10.1016/j.procs.2020.05.127
Kucherenko, P., y Klochko, E. (2019). The concept of constitutional identity as a legal argument in constitutional judicial practice. Russian Law Journal, 7(4), 99-124, https://doi.org/10.17589/2309-8678-2019-7-4-99-124
Lee, J. C.-K., Yin, H. B., & Zhang, Z. H. (2010). Adaptation and analysis of Motivated Strategies for Learning Questionnaire in the Chinese setting. International Journal of Testing, 10(2), 149-165. https://doi.org/10.1080/15305050903534670
Liu, R., Chiang, Y.-L. (2019). “Who is more motivated to learn? The roles of family background and teacher-student interaction in motivating student learning”. Journal of Chinese Sociology, 6(1). https://doi.org/10.1186/s40711-019-0095
Magno, C. (2011). Validating the Academic Selfregulated Learning Scale with the Motivated Strategies for Learning Questionnaire (MSLQ) and Learning and Study Strategies Inventory (LASSI). The International Journal of Educational and Psychological Assessment, 7(2), 56-73. https://ssrn.com/abstract=2287180
Mayer, R. E. (1992). Cognition and instruction: Their historic meeting within educational psychology. Journal of Educational Psychology, 84(4), 405–412. https://doi.org/10.1037/0022-0663.84.4.405
Muis, K. R., Winne, P. H., & Jamieson-Noel, D. (2007). Using a multitrait-multimethod analysis to examine conceptual similarities of three self-regulated learning inventories. British Journal of Educational Psychology, 77(1), 177-195. https://doi.org/10.1348/000709905X90876
Muñiz, J., Elosua, P., & Hambleton, R. K. (2013). Directrices para la traducción y adaptación de los tests (2ª ed.). Psicothema, 25(2), 151-157. http:// www.psicothema.com
Na, K.S., Petsangsri, S., Tasir, Z. (2019). The Relationship between Academic Performance and Motivation Level in e-Learning among. Thailand University Students International. International Journal of Information and Education Technology, 10(3), 181-185. https://doi.org/10.18178/ijiet.2020.10.3.1360
Nielsen, T. (2018). The intrinsic and extrinsic motivation subscales of the motivated strategies for learning questionnaire: A Rasch-based construct validitystudy. Cogent Education, 5(1),1504485, https://bit.ly/3rM5z7L
Ortega, F.Z., Martinez, A.M., Cuberos, R.C., y Jiménez, J.L.U. (2019). “nalysis of the psychometric properties of the Motivation and Strategies of Learning Questionnaire-Short Form (MSLQ-SF) in Spanish higher education students. Social Sciences, 8(5),132. https://doi.org/10.3390/socsci8050132
Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33-40. https://doi.org/10.1037/0022-0663.82.1.33
Pintrich, P. R., Smith, D. A. F., García, T., & McKeachie,W. J. (1993). Reliability and predictive validity of the Motivated Strategies for Learning Questionnaire (MSLQ). Educational and Psychological Measurement, 53(3), 801-813. https://doi.org/10.1177/0013164493053003024
Pintrich, P. R., Smith, D. A., García, T., & McKeachie, W. (1991). A Manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ). Ann Arbor: University of Michigan. https:// eric.ed.gov/?id=ED338122
Quesada-Pallarès, C., Sánchez-Martí, A., Ciraso-Calí, A., y Pineda-Herrero, P. (2019). Online vs. Classroom Learning: Examining Motivational and Self-Regulated Learning Strategies Among Vocational Education and Training Students. Front. Psychol., 19. https://doi.org/10.3389/fpsyg.2019.02795
Ramirez-Dorantes, M. C., Canto y Rodríguez, J. E., Bueno-Alvarez, J. A., & Echazarreta-Moreno, A. (2013). Psychometric validation of the Motivated Strategies for Learning Questionnaire, with Mexican university students. Electronic Journal of Research in Educational Psychology, 11(1), 193-214. http://www.investigacion-psicopedagogica.org/revista/new/index.php
Roces, C., Tourón, J. y González, M.C. (1995). Motivación, estrategias de aprendizaje y rendimiento de los alumnos universitarios. Bordón, 47(1), 107-120. https://dadun.unav.edu/handle/10171/6969
Schunk, D. H. (2005). Self-Regulated Learning: The Educational Legacy. Educational Psychologist, 40(2), 85-94. https://doi.org/10.1207/s15326985ep4002_3
Soler Costa, R. (2016). ¿Es el Lenguaje de los Docentes Creativo? Análisis de sus Expresiones más Frecuente. REICE. Revista Iberoamericana Sobre Calidad, Eficacia Y Cambio En Educación, 10(3). https://revistas.uam.es/reice/article/view/3043
Stark, E. (2019). Examining the role of motivation and learning strategies in student success in online versus face-to-face courses. Online Learning Journal, 23(3), 234-251. https://doi:10.24059/olj.v23i3.1556
Van Widenfelt, B. M., Treffers, P. D. A., De Beurs, E., Siebelink, B. M., & Koudijs, E. (2005). Translation and cross-cultural adaptation of assessment instruments used in psychological research with children and families. Clinical Child and Family Psychology Review, 8(2), 135-147. https://doi.org/10.1007/s10567-005-4752-1
Winne, P. H. (1995). Inherent details in self-regulated learning. Educational Psychologist, 30, 173-187. https://doi.org/10.1207/s15326985ep3004_2
Wolters, C. A. (2003). Regulation of motivation: Evaluating an underemphasized aspect of self-regulated learning. Educational Psychologist, 38(4), 189-205. https://doi.org/10.1207/S15326985EP3804_1
Publicado
2021-08-07
Cómo citar
Kuong Morales, S., Kuong Morales, M., & Apaza Huanca, J. M. (2021). Motivación aplicada al aprendizaje en tiempos de pandemia. Revista Venezolana De Gerencia, 26(5), 157-169. https://doi.org/10.52080/rvgluz.26.e5.11
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