Sociodemographic factors associated with academic goals in university students in times of the COVID-19 Pandemic

  • Jessica Paola Palacios Garay Universidad Nacional Mayor de San Marcos, Lima, Peru.
  • Jorge Luis Escalante Flores Universidad de Lima, Lima, Peru.
  • Juan Carlos Chumacero Calle Universidad of Lima, Lima, Peru.
  • Jaime Tamashiro-Tamashiro San Juan Bautista Private University, Lima, Peru.

Resumo

Motivational processes in students are oriented to the fulfillment of academic goals, therefore, it is one of the significant variables of the study, for this, a student-centered approach was adopted. The present research set out to determine the association of sociodemographic factors with the academic goals of university students from a private university; The sample consisted of 1,400 students from the Health career: 659 (47.1%) were male and 741 (52.9%) were female; The approach was quantitative, of the substantive type, descriptive level, under the non-experimental cross-sectional design; a sociodemographic record was used. Regarding academic goals, the CMA questionnaire was administered. The results showed that the academic goals are associated with the variables sex, age, school of origin and hours of study of the students who participated, since the significance was p <0.05. The data obtained allowed to qualify and quantify the importance of motivation as a transcendent component for the fulfillment of the proposed objectives.

Biografia do Autor

Jessica Paola Palacios Garay, Universidad Nacional Mayor de San Marcos, Lima, Peru.

Dra. in Educational Sciences. Professor at the Greater National University of San Marcos.

Email: jpalaciosg@unmsm.edu.pe

ORCID: https://orcid.org/0000-0002-2315-1683

Jorge Luis Escalante Flores, Universidad de Lima, Lima, Peru.

Professor and Researcher at the University of Lima. Lima, Peru.

E-mail: jescalan@ulima.edu.pe

ORCID: https://orcid.org/0000-0002-4942-5283

Juan Carlos Chumacero Calle, Universidad of Lima, Lima, Peru.
Professor and Researcher at the University of Lima. Lima, Peru.
E-mail: jchumace@ulima.edu.pe
ORCID: https://orcid.org/0000-0002-9502-0930
Jaime Tamashiro-Tamashiro, San Juan Bautista Private University, Lima, Peru.

Professor and researcher at the San Juan Bautista Private University, Lima, Peru.

E-mail: jaime_tamashiro@yahoo.com

ORCID: https://orcid.org/0000-0002-8358-5205

Referências

Bakker, A. y Demerouti, E. (2013). Job demands-resources model. Journal of Work and Organizational Psychology, 29, 107-115.

Bandura, A. (2012). On the Functional Properties of Perceived Self-Efficacy Revisited, Journal of Management, 38(1), 9-44. http://dx.doi.org/10.1177/0149206311410606

Barca, A., Almeida, L., Porto, A., Peralbo, M. y Brenlla, J. (2012). Motivación escolar y rendimiento: impacto de metas académicas, de estrategias de aprendizaje y autoeficacia. Anales de Psicología, 28 (3), 848-859.

Barron, K. y Harackiewicz, J. (2001). Achievement goals and optimal motivation: Testing multiple goals models. Journal of Personality and Social Psychology, 80, 706-722.

Ben, A. y Linnenbrink, L. (2015). Integrating the regulations of affect, behavior, and cognition into self-regulated learning paradigms among secondary and post-secundary students. Metacognition Learning, 10, 15-42. http://dx.doi.org/10.1007/s11409-014-9129-8

CEPAL - UNESCO. (2020). La educación en tiempos de la pandemia de COVID-19. Santiago. https://repositorio.cepal.org/bitstream/handle/11362/45904/1/S2000510_es.pdf

Chávez, P., Palacios, J., Cadenillas, V. y Flores, R. (2020). Estilo de liderazgo pedagógico en la actitud emprendedora de los estudiantes universitario de Administración. Revista EduTicInnova, 8 (2020), 64-87.

Chong, E. (2017). Factores que inciden en el rendimiento académico de los estudiantes de la Universidad Politécnica del Valle de Toluca. Revista Latinoamericana de Estudios Educativos (México), XLVII (1), 91-108.

Covarrubias, C. y Acosta, H. (2019). Relación de Autorregulación del Aprendizaje y Autoeficacia General con las Metas Académicas de Estudiantes Universitarios. Revista Formación Universitaria, 12(6), 103-114. http://dx.doi.org/10.4067/S0718-50062019000600103

Daniels, L., Haynes, T., Stupnisky, R., Perry, R., Newall, N. y Pekrun, R. (2008). Individual differences in achievement goals: A longitudinal study of cognitive, emotional, and achievement outcomes. Contemporary Educational Psychology, 33, 584-608.

Durán, E. y Arias, D. (2015). Orientación a las metas académicas, persistencia y rendimiento en estudiantes del Ciclo de Iniciación Universitaria. REDU. Revista de Docencia Universitaria, 13 (2), 189-206.

Gaeta, M. (2014). Autorregulación del aprendizaje y su promoción en el contexto del aula. En Paoloni, P., M. C. Rinaudo y A. González (Coord.). Cuestiones en Psicología Educacional. Perspectivas teóricas, metodológicas y estudios de campo 33-57.

González, A., Danolo, D., Rinaudo, M. y Paoloni, P. (2010). Metas de logro y autodeterminación en universitarios: diferencias individuales y perfiles motivacionales. REME, 34 (13), 4.

Gutiérrez, V. (2015). Principios de la Felicidad Organizacional. Mexico. Ediciones Granica.

Hernández, R. y Mendoza, C. (2018). Metodología de la investigación. Las rutas cuantitativa, cualitativa y mixta. México: Editorial Mc Graw Hill Education.

Huertas, J. y Agudo, R. (2003). Concepciones de estudiantes universitarios sobre la motivación. En Monereo, C. y J. I. Pozo (coords). La Universidad ante la nueva cultura educativa. Barcelona: Síntesis.

Inglés, C., Martínez, A. y García, J. (2013). Conducta prosocial y estrategias de aprendizaje en una muestra de estudiantes españoles de Educación Secundaria Obligatoria. European Journal of Education and Psychology, 6 (2013), 33-53.

Linnenbrink, E. (2005). The dilemma of performanceapproach goals: The use of multiple goal contexts to promote student motivation and learning. Journal of Educational Psychology, 97 (2), 197-213.

Mora, R. (2015). Factores que intervienen en el rendimiento académico universitario: Un estudio de caso. Universidad del Zulia Maracaibo, Venezuela. Opción, 31 (6), 1041-1063.

Moreno, J., Chiecher, A. y Paoloni, P. (2019). Los estudiantes universitarios y sus metas académicas. Implicancias en el logro y retraso de los estudios. Revista Ciencia, Docencia y Tecnología, 30 (59) 148 -173. https://doi.org/10.33255/3059/693

Nascimento, L. F. do, & Cavalcante, M. M. D. (2018). Abordagem quantitativa na pesquisa em educação: investigações no cotidiano escolar. Revista Tempos E Espaços Em Educação, 11(25), 249-260. https://doi.org/10.20952/revtee.v11i25.7075

Oliveira, E. S., & Barreto, D. A. B. (2020). Contemporary studies on knowledge, teaching in higher education and social representations in Brazil. Journal of Research and Knowledge Spreading, 1(1), e11585. http://dx.doi.org/10.20952/jrks1111585

Paulick, I., Watermann, R. y Nucklës, M. (2013). Achievement goals and school achievement: The transition to different school tracks in secondary school. Contemporary Educational Psychology, 38 (2013), 75-86.

Pender, N., Murdaugh, C. y Parsons, M. (2015). Health promotion in nursing practica. Seventh edition. Person Education. Estados Unidos.

Pintrich, P. (2003). A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of Educational Psychology, 95 (2003), 667-686.

Pintrich, P. (2000). Multiple Goals, Multiple Pathways: The role of goal orientation in learning and achievement. Journal of Educational Psychology, 92 (3), 544-555.

Ruiz, C. (2018). Evolution of academic goals based on sex and age and their influence on academic performance in Murcian adolescents. Magazine Educatio Siglo XXI, 36 (3), 319-332. http://dx.doi.org/10.6018/j/350021

Rodríguez, M. y Huertas, J. (2017). Motivación y cambio conceptual. Tarbiya, Revista de Investigación e Innovación Educativa, 26.

Santos, I. T. R., Barreto, D. A. B., & Soares, C. V. C. O. (2020). Formative assessment in the classroom: the dialogue between teachers and students. Journal of Research and Knowledge Spreading, 1(1), e11483. https://doi.org/10.20952/jrks1111483

Sánchez, H., Reyes, C. y Mejia, K. (2018). Manual de términos en investigación científica, tecnología y humanística. Lima. Editora Universidad Ricardo Palma.

Silva, F. O., Alves, I. S., & Oliveira, L. C. (2020). Initial teaching training by homology in PIBID: experiential learning from professional practice. Journal of Research and Knowledge Spreading, 1(1), e11638. http://dx.doi.org/10.20952/jrks1111638

Silva, C. V. S., & Santos, G. O. (2020). Digital interfaces: a methodological proposal as a strategy of teaching and learning in Mathematics classes. Journal of Research and Knowledge Spreading, 1(1), e11651. https://doi.org/10.20952/jrks1111651

Smith, L. y Sinclair, K. (2005). Empirical evidence for multiple goals: A gender-based, senior high school longitudinal perspective. Australian Journal of Educational y Developmental Psychology, 5, 55-70.

Suárez, J., Cabanach, R. y Valle, A. (2001). Multiple-goal pursuit and its relation to cognitive, self-regulatory, and motivational strategies. British Journal of Educational Psychology, 71 (2001), 561-572.

Publicado
2021-01-21
Como Citar
Garay, J. P. P., Flores, J. L. E., Calle, J. C. C., & Tamashiro-Tamashiro, J. (2021). Sociodemographic factors associated with academic goals in university students in times of the COVID-19 Pandemic. Revista Tempos E Espaços Em Educação, 14(33), e15114. https://doi.org/10.20952/revtee.v14i33.15114
Seção
Publicação Contínua