Session Information
27 SES 08 A, Teaching and Learning in Pre-School and Primary School
Paper Session
Contribution
THEORICAL FRAMEWORK
The analysis of the relation between motivation and learning strategies used by students has been carried out in various different contexts and in a number of research studies following the SAL model (Student Approaches to Learning). Such relation influences directly the quality of learning outcomes (Biggs, 1978, 1984; Watkins, 1988; Kember y Gow, 1990; Hernández Pina et al, 2002; etc.).
Previous research studies agree that approaches to learning are made up of two components: a motivational component which reveals the motives that encourage students to study, and a strategic one which seems coherent with the motives mentioned.
The present study is based on the data collected by means of a Questionnaire on Approaches to Learning on Students of Primary and Secondary Education (Maquilón and Hernández Cantero, 2008). According to Biggs (1984), the analysis of motivational and strategic congruence entails two aspects; the first one is to check whether students with a particular motive use strategies associated to such an approach. The second aspect focuses on contrasting whether congruent motives and strategies are more effective than non-congruent ones in learning procedures.
This research study focuses on empirically establishing how learning motivations and strategies used by Primary Education students relate to each other, in order to contrast the hypotheses set by researches such as Biggs, Kember, Hernández Pina, among others.
OBJECTIVES
The main objective of this study is to analyse approaches to learning and the congruence between the motives and strategies that make up those approaches during the final stage in Primary Education and the role of teachers and parents in the quality of learning. For this purpose we analyse the existing correlation between the subscales (motive and strategy) of each of the three approaches to learning, including the degree of significance, that is, whether there are significant differences between crossed variables. In order to analyse the congruence between the motives and the strategies, the Pearson correlation was carried out between motives and strategies for each of the approaches.
Method
Expected Outcomes
References
BIGGS, J.B. (1987) Study Process Questionnaire (SPQ) Manual. Melburne: Auestralian Council for Educational Research. BIGGS, J.B.; KEMBER, D. y LEUNG, D.Y.P. (2001) The revised two-factor Study Process Questionnaire: R-SPQ-2F. British Journal of educational Psychology, 71, pp. 133-149. HERNÁNDEZ PINA, F. (1993) Evaluación de los enfoques de aprendizaje en estudiantes de EGB. Revista de Orientación Educativa y Vocacional, 4 (5), pp. 99-110. HERNÁNDEZ PINA, F. y MAQUILÓN, J.J. (2000) Enfoques de aprendizaje en alumnos de COU y Reforma que pretenden acceder a la Universidad y alumnos de primer curso de carrera. Congrés d’Orientació Universiària. Barcelona: Edicions Universitat de Barcelona. HERNÁNDEZ PINA, F.; MAQUILÓN, J.J. y HERNÁNDEZ CANTERO, M.C. (2009) Los Enfoques de aprendizaje en estudiantes de Educación Primaria: Propuesta del Cuestionario C.E.A.P.S. XIV Congreso Nacional de Modelos de Investigación Educativa. Huelva: AIDIPE. HERNÁNDEZ PINA, F.; GÓMEZ, J.; PALACIOS, M.A. y MAQUILÓN, J.J. (2000) Acceso desde la educación secundaria a la Universidad. La calidad del aprendizaje. Problemática y alternativas de mejora. En Cajide, J. (Coord.). Calidad Educativa y empleo en contextos multiculturales. Santiago de Compostela: Universidade Santiago de Compostela. MAQUILÓN, J.J. y HERNÁNDEZ CANTERO, M.C. (2008) Cuestionario de enfoques de aprendizaje en estudiantes de educación primaria y secundaria (CEAPS). En M.C. Hernández (2008). Diseño, validación y aplicación de un cuestionario para identificar los enfoques de aprendizaje en estudiantes de Educación Primaria en Murcia. Tesis de Máster. Murcia: Universidad de Murcia. MAQUILÓN, J.J., HERNÁNDEZ PINA, F., PÉREZ GONZALEZ, A., MONROY HERNÁNDEZ, F. y HERNÁNDEZ CANTERO, M.C. (2009) Análisis de la influencia del género, el trabajo de los padres y la titularidad del centro (público vs privado), en la configuración de los enfoques de aprendizaje en estudiantes de Educación Primaria. VII CONGRÉS INTERNACIONAL VIRTUAL D’EDUCACIÓ. Palma de Mallorca: Actas del congreso.
Search the ECER Programme
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.