Design of a program of motivation of achievement from the field of higher education

Article Sidebar

PDF (Español (España))
Published: Sep 27, 2014
DOI: https://doi.org/10.17060/ijodaep.2014.n1.v3.481
Keywords:
Achievement motivation teaching methodology student EEES

Main Article Content

Manuel López Moya
Universidad de León
Consuelo Morán Astorga
Universidad de León

Abstract

The aim of this work was to increase achievement motivation in university students through introducing some changes in our teaching procedure. These changes were proposed in the TARGET system, and they are like that: a) Enrichment of tasks, looking to be attractive for learning; b) to provide opportunities for students to take responsibility for their learning; c) implement assessment systems varied and continuous, and d) make work groups that stimulate collaboration. To assess achievement motivation was applied the Questionnaire Academic Achievement Goal (CM- LA) to 94 students in the start the course. At final the course was applied again to 91 of the 94 initial. The results showed a significantly increased to outcomes motivation, but the increase was not significant in achievement motivation. We can conclude that they are two types of goals in student, and the high is the achievement motivation. And that changing teaching methodology, something changes in students, although the achievement motivation is stronger to change, for what is need to investigate further in this direction.

Downloads

Download data is not yet available.

Article Details

How to Cite
López Moya, M., & Morán Astorga, C. (2014). Design of a program of motivation of achievement from the field of higher education. International Journal of Developmental and Educational Psychology. Revista INFAD De Psicología., 3(1), 61–70. https://doi.org/10.17060/ijodaep.2014.n1.v3.481
Issue
Vol. 3 No. 1 (2014): EDUCATIONAL DIFFICULTIES
Section
Articles
Authors who publish with this journal agree to the following terms:
 
a. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to copy and redistribute the material in any medium or format under the following terms:

 

Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.

NonCommercial — You may not use the material for commercial purposes.

NoDerivatives — If you remix, transform, or build upon the material, you may not distribute the modified material.

 
b. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
 
c. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
 
The authors are responsible to obtain the appropriate permissions to reproduce material (text, images or graphics) from other publications and to quote their origin correctly.
 

References

Ali, A., Tariq, R.H. and Topping, K. J. (2012). Perspectives of academic activities of universities in Pakistan. Journal of Further and Higher Education 36(3), 1-78.

Ames, C. (1992). Achievement goals and the classroom motivational climate. En D.H. Schunk y J. Meece (Eds.), Student perceptions in the classroom (pp. 327-348). Hillsdale, NJ: Erlbaum.

Borkowski, J. G., Carr, M., Rellinger, E. y Pressley, M. (1990). Self-regulated cognition: Interdependence of metacognition, attributions, and self-esteem. En B.F. Jones y L. Idol (dir.), Dimensions of thinking and cognitive instruction (pp. 53-92). Hillsdale, NJ: Erlbaum.

Costa, P. T. y McCrae, R. R. (1999). The NEO PI-R, professional manual. Revised NEO Personality Inventory (NEO PI-R) and NEO Five factor Inventory (NEO-FFI). Odessa: Psychological Assessment Resources.

Elliot, A. (2005). A conceptual history of the achievement goal construct. En A. Elliot y C. Dweck (eds.), Handbook of competence and motivation (pp. 52-72). Nueva York: Guilford Press.

Gaviria, E. y Fernández, I. (2006). La motivación social. En A. Gómez, E. Gaviria y Fernández, I. (Coords.), Psicología Social, (pp. 35-81). Madrid: Sanz y Torres.

González, C., Torregrosa G. y Navas, L. (2002). Un análisis de las metas en situación de aprendizaje para el alumnado de Primaria y Secundaria Obligatoria. Revista Española de Orientación y Psicopedagogía, 13(1), 69-87.

González, J. (2007). Modelos de motivación académica: una visión panorámica. Revista Electrónica de Motivación y Emoción, 20 (25). Extraído el 14 de febrero de 2009 de http://reme.uji.es/articulos/numero25/article1/texto.html.

González, J. y Wagenaar, R. (2003). Tuning Educational Structures in Europe. Informe Final. Fase Uno. Bilbao: Universidad de Deusto.

Hayamizu, T. & Weiner, B. (1991). A test of Dweck’s model of achievement goals are related to perceptions of ability. Journal of Experimental Education, 59, 226-234.

Hayamizu, T., Ito, A. y Yohiazaki, K. (1989). Cognitive motivational process mediated by achievement goal tendencies. Japanese Research, 31, 179-189.

Huertas, J. A. y Agudo, R. (2003). Concepciones de los estudiantes universitarios sobre motivación. En C. Monereo y J. I. Pozo (eds.), La universidad ante la nueva cultura educativa. Enseñar y aprender para la autonomía, (pp. 45-62). Madrid: Síntesis.

Kaplan, A. y Maehr, M. (2002). Adolescents’ achievements goals: Situating motivation in sociocultural contexts. En F. Pajares y T. Urdan (eds.), Academic Motivation of adolescents (pp. 125-167). Greenwich: Information Age Publishing.

Luh, D. B. y Lu, C. C. (2011). Multiple enrollment programs and academic achievement in design department-case study of National Cheng Kung University. Journal of Design and Environment, 12, 88-99.

Lucas, S. (2007, Septiembre). Desarrollo de las competencias “preocupación por la calidad” y “motivación de logro” desde la docencia universitaria. Red U. Revista de Docencia Universitaria, Número 2. Consultado (4/noviembre/2009) en http://www.redu.um.es/Red_U/2.

Lucas, S. y Carbonero, M. A. (2002). Construyendo la decisión vocacional. Valladolid: Servicio de Publicaciones de la Universidad de Valladolid.

Maehr, M. L. y Braskamp, L. A. (1986). The motivation factor: A theory of personal investment. Lexington, MA: Lexington.

Maehr, M.L. (1984). Culture and achievement motivation. American Psychologist, 29, 887-896.

McClelland, D. C. (1984). Human Motivation. Oakland, NJ: Scott Foresman.

Meece, J.L. (1994). The role of motivation in self-regulated learning. En D.H. Schunk y B.J. Zimmerman (dirs.), Self-regulation of learning and performance. Issues and educational applications (p.25-44). Hillsdale, NJ: Lawrence Erlbaum.

Navas, L. y Sampascual, G. (2008). Un análisis exploratorio y predictivo sobre las orientaciones a meta y sobre el contenido de las metas de los estudiantes. Horizontes Educacionales, 13 (1), 23-34.

Núñez, J.C. & González-Pienda, J. A. (1994). Determinantes del rendimiento académico. Oviedo: Servicio de Publicaciones de la Universidad de Oviedo.

Núñez, J.C., González-Pienda, J. A., García, M. S., González, S. & García, S. I. (1995). Estrategias de aprendizaje en estudiantes de 10 a 14 años y su relación con los procesos de atribución causal, el autoconcepto y las metas de estudio. Revista Galega de Psicopedagogía, 10-11(7), 219-242.

Paolini, P. V. (2009). Contextos favorecedores de la motivación y el aprendizaje. Una propuesta innovadora para alumnos de ingeniería. Electronic Journal of Research in Educational Psychology, 7 (3), 953-984.

Pintrich, P. R. (2000). Multiples goals, multiples pathways: The role of goal orientation in learning and achievement. Journal of Educational Psychology, 92 (3), 544-555.

Pintrich, P. R. y Schunk, D. (2004). Motivation in Education. Theory, research and applications. Nueva Jersey: Merrill Prentice Hall.

Pintrich, P. R. y Schunk, D. H. (2006). Motivación en contextos educativos. Teoría, investigación y aplicaciones. Madrid: Pearson.

Pintrich, P. R., Conley, A. y Kempler, T. (2003). Current issues in achievement goal theory and research, 39, 319-337.

Pintrich, P.R. (1998). A process-oriented view of student motivation and cognition. En J.S. Stark y L.A. Mets (dir.), Improving teaching and learning through research. New directions for institutional research (p. 65-79). San Francisco, CA: Jossey-Bass.

Reeve, J. (1994). Motivación y emoción. Madrid: McGraw Hill.

Schunk, D.H. (1994). Self-regulation of self-efficacy and attributions in academic settings. En D.H.

Schunk y B. J. Zimmerman (Eds.), Self-regulation of learning and performance. Issues and educational applications. Hillsdale, NJ: Erlbaum.

Shunk, D. (1991). Autoeficacia y motivación académica. Una visión panorámica. Educational Psychology, 26 (3), 207-231.

Weiner, B. (1990). History of motivational research in education. Journal of Educational Psychology, 82, 616-622.

Weinstein, C. E. y Mayer, R. E. (1986). The teaching of learning strategies. En M.C. Wittrock, Handbook of research on teaching (3ª ed.) (pp. 315-327). Nueva York: MacMillan.

Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81, 329-339. Journal of Educational Psychology, 81, 329-339.