El alumnado del Grado de Educación ante las tareas universitarias: emoción y cognición

Larruzea-Urkixo, Nerea; Ramírez, Olga Cardeñoso; Mondragón, Nahia Idoiaga

doi:10.5944/educxx1.23453

Cited by 14 publications

(9 citation statements)

References 24 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The DHC method classifies text segments according to the words or vocabulary it is composed of. Thus, the software algorithm analyzes the texts, identifies the most frequent words, and gathers the lexical worlds (set of words that make up a discourse fragment) expressed by the interviewees [51]. This analysis aims to obtain classes with a similar vocabulary that, at the same time, differentiates them from the rest of the classes.…”

Section: Discussionmentioning

confidence: 99%

Understanding the Role of Social Interactions in the Development of an Extracurricular University Volunteer Activity in a Developing Country

Díaz-Iso

Eizaguirre

García-Olalla

2020

IJERPH

View full text Add to dashboard Cite

The relevance of participating in structured extracurricular activities (ECA from here onwords) in higher education is increasing. Involvement in these activities helps students develop personal and social skills that positively affect academic and professional training, well-being, and the development of attitudes toward community involvement. This study analyzes the role of social interactions in the perceived benefits of students, who have participated in an ECA in a developing country. Moreover, this research aspires to explore whether students perceive that these interactions positively impact academic training, professional development, and adjustment to the university context, psychological well-being, and development of community involvement attitudes. As a result, 46 in-depth interviews were conducted with 23 students who participated in the experience. 23 in-depth interviews were conducted before the experience and another 23 after it. Data analysis was carried out using the IRaMuTeQ software to conduct a descending hierarchical classification (DHC). This study highlights the value of social interactions in an ECA to increase the motivation of students to improve academic and professional performance, to build shared knowledge with others, and to develop personal and social skills that contribute to the integral development of participants. ECAs help students reflect on their actions and privileges and develop positive attitudes toward themselves and others. This fact is linked to the achievement of high levels of well-being that allow the enhancement of the students’ self-esteem. Finally, this experience has allowed volunteers to become aware of other sociocultural realities and to reflect on the possible ways of contributing to the development of a more sustainable society.

show abstract

Section: Discussionmentioning

confidence: 99%

Understanding the Role of Social Interactions in the Development of an Extracurricular University Volunteer Activity in a Developing Country

Díaz-Iso

Eizaguirre

García-Olalla

2020

IJERPH

View full text Add to dashboard Cite

show abstract

“…With a view to future research, as pointed out in the revision of the MSLQ of Curione and Huertas (2016), it is worth highlighting the need to adjust the questionnaire to the) suggested in their recent MSLQ revision, adjusting measurement instruments to align with contemporary social and technological changes that have occurred in recent years, adding sub-dimensions that includes an ongoing need. Future psychometric studies might add situations that students perceive as emotionally and academically significant, such as group work, organization of tasks, and anxiety before oral presentations (Larruzea-Urkixo et al, 2020, 2021.…”

Section: Limitations Practical Implications and Future Lines Of Studymentioning

confidence: 99%

Adaptation to the Spanish university context and psychometric properties of the MSLQ: Contributions to the measurement and analysis of gender differences of self-regulated learning

2022

Self Cite

View full text Add to dashboard Cite

A challenge in advancing research into self-regulated learning in general, and gender differences in particular, is related to the measurement of various components and self-regulatory processes of it. Therefore, this study aims to adapt into Spanish and analyzes 1) the internal structure, reliability, and gender invariance of the Motivated Strategies for Learning Questionnaire (MSLQ) and 2) the differences between males and females in the MSLQ dimensions and subdimensions. Participants consisted of 428 university students (73.7% women). Results showed that this adaptation is shorter than the original and has better metric properties than other versions. Also, invariance analysis showed that for men and women, the instrument possesses a common structure and loads (metric invariance) that guarantees valid score comparisons by gender. Moderate to high differences were found in women’s favor in the value given to homework, different learning strategies, and anxiety before examinations. This study responds to the need for a culturally adapted, valid, and reliable instrument in Spain and delves into gender differences in self-regulated learning, a key building block to successfully develop academic training at the present times. Una dificultad para el avance en la investigación del aprendizaje autorregulado en general, y las diferencias de género en particular, está relacionada con la medida de los diferentes componentes y procesos autorregulatorios. Por ello, el presente estudio tiene como objetivo adaptar y analizar 1) la estructura interna, fiabilidad e invarianza en función del género del Motivated Strategies for Learning Questionnaire (MSLQ) en español y 2) las diferencias entre hombres y mujeres en las dimensiones y subdimensiones del MSLQ. Han participado 428 estudiantes universitarios (73,7% mujeres). Los resultados han evidenciado que esta adaptación es más breve que la versión original y presenta mejores propiedades métricas que otras versiones. La herramienta posee una estructura y pesos factoriales comunes (invariancia métrica) para varones y mujeres que garantiza la validez de las comparaciones por género. Se han hallado diferencias de moderadas a altas a favor de las mujeres en el valor concedido a la tarea, distintas estrategias de aprendizaje y ansiedad ante los exámenes. Este estudio da respuesta a la necesidad de contar en España con un instrumento adaptado culturalmente a nuestro contexto, válido y fiable y ahonda en las diferencias de género en el aprendizaje autorregulado, constructo clave para desarrollar con éxito la formación académica en la actualidad.

show abstract

“…In teaching and learning activities, it has become an object of analysis since the universe of emotions that students experience affects both their development and health as well as their performance and how they face different academic situations. Therefore, it is necessary to deepen our understanding of the emotions that students feel in educational contexts (Larruzea-Urkixo, Cardeñoso, & Mondragon, 2020).…”

Section: The Role and The Implications Of Emotionsmentioning

confidence: 99%

Emotional and Entrepreneurial Didactics for Sustainable Design Educations

Abella

Østergaard

León

2022

FECUN

View full text Add to dashboard Cite

Students at Higher Educations face a world in need of help to create sustainable solutions for complex systems. But still, European design-graduates finish their studies with a narrow concentration in design skills and lack competencies in order to cope with the complex reality, as well as students lack attachment to the teaching in Education for Sustainable Development (ESD). In order to change this, educators need to acknowledge the students' personal, motivational and emotional elements before de-signing the courses. This article is based on two new discourses in both entrepreneurial and design didactic research – and how they could be connected. The first is “emotional learning” and “emotional design” – regarding how emotions impact the student’s learning process’ in Educations for Sustainable Development (ESD). Emotions affect the student's learning process and their health and well-being (Pekrun, 2014, p. 28). The other discourse is how the use of value-driven emotional entrepreneurial didactics, based on the connection between emotionally influencing actions/events and the development of entrepreneurial competencies, can present a new emotionally based understanding of the value of altruistic (sustainable) outcomes within entrepreneurial educations (Lackeus, 2020). This paper presents, using one of the experimental methods - comparative - of Research through Design, two emotional tools: “Design for Change - Yggdrasill” from VIA Design, Denmark and “Emotional Analogous Data” from ELISAVA, Barcelona. The first results indicate a need for emotional education, which has an impact on ESD and their development as professionals. For these reasons, both emotional tools presented above can contribute to empowering students and teachers to improve Sustainable Design Educations.

show abstract

El alumnado del Grado de Educación ante las tareas universitarias: emoción y cognición

Cited by 14 publications

References 24 publications

Understanding the Role of Social Interactions in the Development of an Extracurricular University Volunteer Activity in a Developing Country

Understanding the Role of Social Interactions in the Development of an Extracurricular University Volunteer Activity in a Developing Country

Adaptation to the Spanish university context and psychometric properties of the MSLQ: Contributions to the measurement and analysis of gender differences of self-regulated learning

Emotional and Entrepreneurial Didactics for Sustainable Design Educations

Contact Info

Product

Resources

About