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The Use of Classmates as a Self-Motivation Strategy From the Perspective of Self-Regulated Learning

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dc.contributor.authorSuárez Riveiro, José Manuel
dc.contributor.authorFernández Suárez, Ana Patricia
dc.contributor.authorZamora Menéndez, Ángela
dc.date.accessioned2024-10-16T07:56:56Z
dc.date.available2024-10-16T07:56:56Z
dc.date.issued2019-06-04
dc.descriptionThe registered version of this article, first published in “Front. Psychol. 10:1314", is available online at the publisher's website: Frontiers, https://doi.org/10.3389/fpsyg.2019.01314 La versión registrada de este artículo, publicado por primera vez en “Front. Psychol. 10:1314", está disponible en línea en el sitio web del editor: Frontiers, https://doi.org/10.3389/fpsyg.2019.01314
dc.description.abstractIt can be stated that self-regulated learning (SRL) brings broad benefits to the process of students’ learning and studying. However, research has yet to be undertaken in relation to one of its components, namely self-regulation of motivation and affectivity. The main objectives of this study are to examine the use of self-motivation strategies that involve classmates and to obtain models on the influence of academic goals and self-efficacy on such self-motivation strategies. To this end, was conducted a study using two different samples of students in the compulsory secondary education or baccalaureate stages in Spain (N = 613 and N = 910). The results obtained indicate that, with regard to gender, differences only exist in the use of the strategy of deception (t = 5.450, p < 0.001, d = 0.364). That the two pairs of strategies positively and significantly correlated with one another (r = 0.239, p < 0.01 and r = 0.355, p < 0.01). That only the strategy of annulation of others correlates with a more adaptive type of motivation. Thus, the group of students that reported the greatest level in its use also did so in relation to task and ego self-enhancing goals, to self-efficacy, and being negatively associated with the goal of work avoidance. Finally, were offered models on relationships between academic goals, self-efficacy and enhancement and annulation strategies [$2(8) = 5.204, p = 0.736] and deception and annulation strategies [$2(4) = 3.228, p = 0.520].en
dc.description.versionversión publicada
dc.identifier.citationSuárez JM, Fernández AP and Zamora Á (2019) The Use of Classmates as a Self-Motivation Strategy From the Perspective of Self-Regulated Learning. Front. Psychol. 10:1314. doi: 10.3389/fpsyg.2019.01314
dc.identifier.doihttps://doi.org/10.3389/fpsyg.2019.01314
dc.identifier.issn1664-1078
dc.identifier.urihttps://hdl.handle.net/20.500.14468/24064
dc.journal.issue1314
dc.journal.titleFrontiers in Psychology
dc.journal.volume10
dc.language.isoen
dc.publisherFrontiers
dc.relation.centerFacultades y escuelas
dc.relation.departmentMétodos de Investigación y Diagnóstico en Educación II (Orientación Educativa, Diagnóstico e Intervención Psicopedagógica)
dc.rightsinfo:eu-repo/semantics/openAccess
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/deed.es
dc.subject58 Pedagogía
dc.subject.keywordsself-regulated learningen
dc.subject.keywordsself-motivational strategiesen
dc.subject.keywordsacademic motivationen
dc.subject.keywordsgenderen
dc.subject.keywordsgoal orientationsen
dc.titleThe Use of Classmates as a Self-Motivation Strategy From the Perspective of Self-Regulated Learningen
dc.typeartículoes
dc.typejournal articleen
dspace.entity.typePublication
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relation.isAuthorOfPublication50a284b7-e45d-4535-bb8e-7ef8320c9c43
relation.isAuthorOfPublication0ac18f13-df0e-47e1-a806-7a9587e94bd5
relation.isAuthorOfPublication.latestForDiscoverye52ac08b-fc95-40bc-bf24-e0b21c778811
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