Estrategias de autorregulación de la motivación de estudiantes universitarios y su relación con el ambiente de clase en asignaturas de matemáticas

Ospina, Tatiana Rojas; Serrano, Marcela Valencia

doi:10.14718/acp.2021.24.1.5

Cited by 4 publications

(4 citation statements)

References 39 publications

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“…The reasons for this decline may lie precisely in the change in teaching: classes were no longer face-to-face, reducing interactions among classmates and between students and teachers, and relegating virtual classrooms in universities, videoconferencing applications and e-mail as the only spaces for telematic interaction. In this sense, several studies have addressed how increased peer interaction, teacher-student interaction, and a positive and safe climate [37][38][39][40] improved levels of SRM.…”

Section: Discussionmentioning

confidence: 99%

Self-Regulation of Motivation and Confinement by COVID-19: A Study in Spanish University Students

et al. 2021

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(1) Background: confinement by COVID-19 in 2020 meant that face-to-face teaching changed to virtual teaching. The goal of this study was to test how confinement affected to self-regulation of motivation (SRM); (2) Methods: a longitudinal design was used to obtain information from 75 university students in three moments: before confinement, 20 days after confinement, and 40 days after confinement. The SRM Strategies Questionnaire and the Pittsburgh Sleep Index were used to evaluate the study variables; (3) Results: the SRM decreased as confinement progressed. Moreover, those students who had higher levels of SRM before confinement, showed worse sleep quality 20 days after. There was no interaction effect between moments and gender and between moments and work situation on any of the dimensions of the SRM. There were gender differences (women scored higher) in almost all of the SRM dimensions in the three moments, but there were no differences dependent on the work situation (i.e., only study or study and work); (4) Conclusions: the change from face-to-face classes to virtual learning decreased the SRM of university students and was related to worse sleep quality. Women showed higher levels of SRM than men, but these levels were reduced to the same extent in both genders.

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Section: Discussionmentioning

confidence: 99%

Self-Regulation of Motivation and Confinement by COVID-19: A Study in Spanish University Students

et al. 2021

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“…On the other hand, it is essential to promote selfregulatory strategies and their effective use in different areas (Ospina and Serrano, 2021). These are based, in turn, on metacognitive strategies, resource control, management strategies, and motivational strategies.…”

Section: Discussionmentioning

confidence: 99%

Emotional impact of online assessment strategies in engineering mathematics during COVID-19 confinement: A study in Mexico City

Ruiz-Ledesma,

Chavarría-Báez,

Gutiérrez-García

2023

Int. j. adv. appl. sci.

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This study looks into how online testing methods in engineering math classes at a university in Mexico City affected students' emotions during the lockdown caused by the COVID-19 pandemic. It seeks to understand which specific testing techniques increased feelings of frustration, anger, anxiety, sadness, shame, and boredom among students. The research used a quantitative approach, focusing on describing and predicting outcomes, and gathered data from 324 university students chosen randomly. It examined which testing methods were most linked to negative feelings using correlation analysis and built models using ordinary least squares. The findings showed that traditional paper exams and the requirement to keep cameras on during video calls were the biggest sources of negative emotions. On the other hand, interactive methods like chat and forum participation, as well as making information organizers, had little to no emotional impact. The research also found that project-based assessments were emotionally neutral for students. When comparing these results with other studies, there's agreement that written and oral exams cause more stress in online settings. The study suggests using a variety of testing methods to avoid depending too much on any one way of assessing students and recommends making exams count for less. These suggestions aim to help improve the educational experience for students in similar situations.

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“…Zheng et al, 2022). It has been identified that aspects of the classroom environment, such as support offered by the teacher, have a strong relationship with the self-regulatory motivational strategies used by students (Rojas-Ospina & Valencia-Serrano, 2021). Consequently, the support of teachers is an essential factor in the interaction between students and teachers.…”

Section: Methodsmentioning

confidence: 99%

“…In students who learn face-toface, teachers' affective factors such as immediacy, supportiveness, inclusiveness, being warm and caring, and their friendships with the students play a greater role in developing students' course knowledge and skills (W. Zheng et al, 2022). It has been identified that aspects of the classroom environment, such as support offered by the teacher, have a strong relationship with the self-regulatory motivational strategies used by students (Rojas-Ospina & Valencia-Serrano, 2021). Consequently, the support of teachers is an essential factor in the interaction between students and teachers.…”

Section: Conceptual Backgroundmentioning

confidence: 99%

A Study on the Relationship Between Socialization of Blended Learning and Motivation Regulation Under Sustainable Development With Teacher Support as the Moderating Variable

Huang,

Lee

2023

Sage Open

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Since the outbreak of the COVID-19 pandemic, social media are used frequently in the process of teaching and learning interaction, which not only endows learning with sociality, but also poses challenges to students’ autonomous learning behavior. To identify the influencing factors of motivation regulation in blended learning environments, we need to pay more attention needs to the mechanisms and strategies that support students’ long-term interests. The results revealed that social interaction and perceived playfulness are important factors affecting students’ motivation regulation, and teachers’ support of autonomy, emotion, and ability play a regulatory role. The results present internal and external driving forces of students’ motivation regulation, which are useful for educators to understand the plasticity of motivation and the inequality of learning achievements of specific student groups. Therefore, teachers are required to play a more supportive role in the social learning environment based on game thinking and interactive design to enhance students’ learning motivation.

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Estrategias de autorregulación de la motivación de estudiantes universitarios y su relación con el ambiente de clase en asignaturas de matemáticas

Cited by 4 publications

References 39 publications

Self-Regulation of Motivation and Confinement by COVID-19: A Study in Spanish University Students

Self-Regulation of Motivation and Confinement by COVID-19: A Study in Spanish University Students

Emotional impact of online assessment strategies in engineering mathematics during COVID-19 confinement: A study in Mexico City

A Study on the Relationship Between Socialization of Blended Learning and Motivation Regulation Under Sustainable Development With Teacher Support as the Moderating Variable

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