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Curricular adaptations for deaf and hard of hearing students at UNED university
(Sociedad Española de Pedagogía (SEP), 2016-02-19) Pena Garrido, Mario; Suárez Riveiro, José Manuel; Baelo, Roberto; https://orcid.org/0000-0003-1003-6739
INTRODUCTION. This paper examines the degree of satisfaction with curricular adaptations shown by deaf and hard of hearing students enrolled at the Universidad Nacional de Educación a Distancia (UNED), as well as the resulting benefits they perceived in terms of their selfefficacy, reduction in pre-examination anxiety and social support for study. METHOD. A total of 133 students with hearing disabilities participated in this study. Out of these 133 students, 28 were accorded some kind of adaptation, which represented almost all (84.84%) of the students at UNED who have received an adaptation. Data collection was achieved via an online questionnaire designed specifically for this study. All analyses were performed using statistical software package SPSS for Windows, version 21.0. RESULTS. The results indicate a high level of perceived satisfaction among students who were accorded curricular adaptations, and a relationship was observed between the demand for adaptations and student satisfaction. The results also reveal that the greatest perceived benefit was obtained in relation to a reduction in anxiety in examination situations, followed, although moderately, by benefits in relation to selfefficacy and social support. DISCUSSION. It is necessary to continue conducting an in-depth exploration of how the request for adaptions and the concession of them can influence the academic life of students with disabilities. Here, the aim is to achieve full inclusion in university life and the acquisition of the competencies that will equip students with disabilities to enter the labour market with the same opportunities as other students.
Immigration and gender as differentiating elements in the motivation and strategies of Spanish secondary students
(Universidad de Almería, 2017-12-07) Suárez Riveiro, José Manuel; Fernández Suárez, Ana Patricia; Zamora Menéndez, Ángela
Introduction. The debate over the education of immigrant pupils relative to native Spanish
students is currently a hot topic, but very little research has been undertaken in this area in
Spain. The objective of this study was to detect certain possible differences in motivation and
strategies between immigrant and Spanish pupils, and also between boys and girls.
Method. A sample of 436 secondary school pupils was used. The Motivated Strategies for
Learning Questionnaire (MSLQ) was used as a basis, but was adapted in the shape of the
elimination of the goal sub-scales (intrinsic and extrinsic), which were replaced by the Goal
Orientation Scale of Skaalvik. Various Student’s t-tests were carried out to determine whether or not there were statistically significant differences between the independent samples studied, concretely in respect of nationality of origin and of gender. In interpreting results, account was also taken of the effect of the size of sample. Moreover, MANOVA analyses were
also used to check whether there were any interactions between the nationality of origin and
gender in respect of the variables studied.
Results. In general, it was noteworthy that the main differences found were linked to the gender of pupils, much more than their nationality of origin. Hence, statistically significant differences were found in a total of twelve variables by gender and only three by nationality.
Moreover, differences encountered lay mostly in the area of learning strategies rather than in
academic motivation and self-motivation.
Discussion and conclusion. As a general conclusion for this study, it may be emphasized that
the main differences recorded were in respect of gender, much more than with regard to the
nationality of origin. More specific studies would be desirable so as to develop further this
line of investigation, which is novel in a Spanish context.
Estudio sobre la utilización de estrategias de automotivación en estudiantes universitarios
(Colegio Oficial de la Psicología de Madrid y la Fundación del Colegio Oficial de la Psicología de Madrid, 2017-07-23) Navea Martín, Ana; Suárez Riveiro, José Manuel
Esta investigación pretende ser una aproximación al estudiante universitario respecto a la utilización de las estrategias de automotivación. Se realiza un estudio descriptivo e inferencial en una muestra de 228 estudiantes universitarios con objeto de conocer el uso de estas estrategias. También se estudia si su utilización se relaciona con el desempeño de una actividad laboral, así como con el rendimiento académico. Los resultados indican que los estudiantes usan en mayor medida las estrategias de generación de metas de aprendizaje, generación de expectativas positivas y autorrefuerzo, que se pueden considerar tres grupos de estudiantes con diferente perfil respecto a la utilización de estas estrategias de automotivación, que únicamente la estrategia de valoración del coste muestra diferencias estadísticamente significativas entre los estudiantes que trabajan y los que no lo hacen y finalmente que solo la estrategia de autorrefuerzo informa de diferencias significativas en función del rendimiento de los estudiantes. Estos resultados nos orientan como docentes a favorecer activamente el uso de las estrategias de automotivación, presentándolas como herramientas cognitivas para los estudiantes universitarios.