Implications of motivation in the application of technologists’ learning strategies
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Psico-USF (Online) |
Texto Completo: | http://old.scielo.br/scielo.php?script=sci_arttext&pid=S1413-82712021000500059 |
Resumo: | Abstract This study aimed to investigate the association between intrinsic and extrinsic motivation for the use of cognitive and metacognitive learning strategies in technologists. Possible differences in both constructs in terms of sex and course were also analyzed. Participants were 96 students from two technological courses at a public education institution in the state of São Paulo. The Motivation to Learn Scale for University Students and the Scale for Learning Strategies for University Students were used. The results showed the prevalence of intrinsic motivation and metacognitive strategies. The motivational orientations were positively related to cognitive and metacognitive strategies. There were no differences regarding gender, or the course attended. New studies should broaden the knowledge about the characteristics of this public, whose course curricula are directed toward inclusion in the labor market and include practical activities as a reality. |
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Implications of motivation in the application of technologists’ learning strategiestechnology coursesmotivation to learnlearning strategiesAbstract This study aimed to investigate the association between intrinsic and extrinsic motivation for the use of cognitive and metacognitive learning strategies in technologists. Possible differences in both constructs in terms of sex and course were also analyzed. Participants were 96 students from two technological courses at a public education institution in the state of São Paulo. The Motivation to Learn Scale for University Students and the Scale for Learning Strategies for University Students were used. The results showed the prevalence of intrinsic motivation and metacognitive strategies. The motivational orientations were positively related to cognitive and metacognitive strategies. There were no differences regarding gender, or the course attended. New studies should broaden the knowledge about the characteristics of this public, whose course curricula are directed toward inclusion in the labor market and include practical activities as a reality.Universidade de São Francisco, Programa de Pós-Graduação Stricto Sensu em Psicologia2021-01-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersiontext/htmlhttp://old.scielo.br/scielo.php?script=sci_arttext&pid=S1413-82712021000500059Psico-USF v.26 n.spe 2021reponame:Psico-USF (Online)instname:Universidade São Francisco (USF)instacron:USF10.1590/1413-8271202126nesp07info:eu-repo/semantics/openAccessCunha,Neide de BritoFerraz,Adriana SaticoSantos,Acácia Aparecida Angeli doseng2022-04-19T00:00:00Zoai:scielo:S1413-82712021000500059Revistahttp://pepsic.bvsalud.org/scielo.php?script=sci_serial&pid=1413-8271&lng=pt&nrm=isohttps://old.scielo.br/oai/scielo-oai.phpedusf@saofrancisco.edu.br1413-82712175-3563opendoar:2022-04-19T00:00Psico-USF (Online) - Universidade São Francisco (USF)false |
dc.title.none.fl_str_mv |
Implications of motivation in the application of technologists’ learning strategies |
title |
Implications of motivation in the application of technologists’ learning strategies |
spellingShingle |
Implications of motivation in the application of technologists’ learning strategies Cunha,Neide de Brito technology courses motivation to learn learning strategies |
title_short |
Implications of motivation in the application of technologists’ learning strategies |
title_full |
Implications of motivation in the application of technologists’ learning strategies |
title_fullStr |
Implications of motivation in the application of technologists’ learning strategies |
title_full_unstemmed |
Implications of motivation in the application of technologists’ learning strategies |
title_sort |
Implications of motivation in the application of technologists’ learning strategies |
author |
Cunha,Neide de Brito |
author_facet |
Cunha,Neide de Brito Ferraz,Adriana Satico Santos,Acácia Aparecida Angeli dos |
author_role |
author |
author2 |
Ferraz,Adriana Satico Santos,Acácia Aparecida Angeli dos |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Cunha,Neide de Brito Ferraz,Adriana Satico Santos,Acácia Aparecida Angeli dos |
dc.subject.por.fl_str_mv |
technology courses motivation to learn learning strategies |
topic |
technology courses motivation to learn learning strategies |
description |
Abstract This study aimed to investigate the association between intrinsic and extrinsic motivation for the use of cognitive and metacognitive learning strategies in technologists. Possible differences in both constructs in terms of sex and course were also analyzed. Participants were 96 students from two technological courses at a public education institution in the state of São Paulo. The Motivation to Learn Scale for University Students and the Scale for Learning Strategies for University Students were used. The results showed the prevalence of intrinsic motivation and metacognitive strategies. The motivational orientations were positively related to cognitive and metacognitive strategies. There were no differences regarding gender, or the course attended. New studies should broaden the knowledge about the characteristics of this public, whose course curricula are directed toward inclusion in the labor market and include practical activities as a reality. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-01-01 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://old.scielo.br/scielo.php?script=sci_arttext&pid=S1413-82712021000500059 |
url |
http://old.scielo.br/scielo.php?script=sci_arttext&pid=S1413-82712021000500059 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
10.1590/1413-8271202126nesp07 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
text/html |
dc.publisher.none.fl_str_mv |
Universidade de São Francisco, Programa de Pós-Graduação Stricto Sensu em Psicologia |
publisher.none.fl_str_mv |
Universidade de São Francisco, Programa de Pós-Graduação Stricto Sensu em Psicologia |
dc.source.none.fl_str_mv |
Psico-USF v.26 n.spe 2021 reponame:Psico-USF (Online) instname:Universidade São Francisco (USF) instacron:USF |
instname_str |
Universidade São Francisco (USF) |
instacron_str |
USF |
institution |
USF |
reponame_str |
Psico-USF (Online) |
collection |
Psico-USF (Online) |
repository.name.fl_str_mv |
Psico-USF (Online) - Universidade São Francisco (USF) |
repository.mail.fl_str_mv |
edusf@saofrancisco.edu.br |
_version_ |
1748937789126213632 |