Incidence of value motivational strategies on high school students’ cognitive and metacognitive strategies

Revista Complutense de Educación

Ana Patricia Fernández Suárez¹  José Manuel Suárez Riveiro¹  Ángela Zamora Menéndez²  Verónica Rubio Sánchez² 

[1] UNED. Facultad de Educación;UNED;

关键词: automotivación;    motivación;    motivación del aprendizaje;    estrategias cognitivas;    estrategias metacognitivas;    aprendizaje autorregulado;   

DOI  :  10.5209/rev_RCED.2016.v27.n2.46329

来源: DOAJ

【 摘 要 】

The main purpose of this study was to propose a model of how self-regulation motivational strategies related to the value component affect the use of cognitive and metacognitive learning strategies. The sample was made up 1103 Spanish-speaking secondary students. It was assumed that the effect of motivational strategies on cognitive strategies can be mediated by metacognitive strategies. Results showed, on the one hand, significant effects from some motivational strategies, but not from all of them, towards self-regulation and towards cognitive strategies. On the other hand, results show the significant effects of learning metacognitive strategies on all of cognitive strategies. It may be concluded that it is convenience for students not to adopt not only cognitive and metacognitive strategies but also other strategies, some of the self-motivation strategies, which will allow them to manage their own motivation and thus improve their learning.

【 授权许可】

Unknown