Motivación Académica y Autorregulación en estudiantes de la carrera de Educación Básica

Motivation represents the internal drive that guides students toward achieving their goals, while self-regulation refers to the ability to independently control their thoughts and actions. The purpose of this research was to analyze the relationship between academic motivation and metacognitive self-regulation strategies among students of the Basic Education program at the National University of Chimborazo (UNACH). The sample consisted of 71 students from the first and sixth semesters. The research approach was quantitative, descriptive-correlational. Data collection was conducted through the Motivational and Learning Strategies Questionnaire (MSLQ). This research focused specifically on the items on Motivation and Metacognitive Self-Regulation Strategies. The results revealed that most students exhibited medium to high levels in both variables. In the first semester, intrinsic motivation predominated (50%), while an increase was observed in the sixth semester (74.19%). Likewise, extrinsic motivation reached 67.74% in the sixth year and 20% in the first year. Meanwhile, regarding metacognitive self-regulation, the first semester showed a high level (45%) and the sixth semester a medium level (58.06%). The correlations between motivation and self-regulation were positive and significant, highlighting a strong relationship between intrinsic motivation and metacognition in the first semester (r = .781), and between extrinsic motivation and metacognition in the sixth year (r = .776); confirming that both variables are closely related and evolve as the academic process progresses.

• Hovedforfatter: Ramos Lucero, Marjorie Alexandra (author)
• Format: bachelorThesis
• Sprog: spa
• Udgivet: 2025
• Fag: MOTIVACIÓN; AUTORREGULACIÓN; ESTUDIANTES; ESTRATEGIAS DE APRENDIZAJE
• Online adgang: http://dspace.unach.edu.ec/handle/51000/16171