Academic goals and learning quality in higher education students

  1. Valle Arias, Antonio 2
  2. Núñez Pérez, José Carlos 1
  3. González Cabanach, Ramón 2
  4. González-Pienda García, Julio Antonio 1
  5. Rodríguez Martínez, Susana 2
  6. Rosário, Pedro 3
  7. Muñoz Cadavid, María A. 4
  8. Cerezo Menéndez, Rebeca 1
  1. 1 Universidad de Oviedo
    info

    Universidad de Oviedo

    Oviedo, España

    ROR https://ror.org/006gksa02

  2. 2 Universidade da Coruña
    info

    Universidade da Coruña

    La Coruña, España

    ROR https://ror.org/01qckj285

  3. 3 Universidade do Minho
    info

    Universidade do Minho

    Braga, Portugal

    ROR https://ror.org/037wpkx04

  4. 4 Universidade de Santiago de Compostela
    info

    Universidade de Santiago de Compostela

    Santiago de Compostela, España

    ROR https://ror.org/030eybx10

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Journal:
The Spanish Journal of Psychology

ISSN: 1138-7416

Year of publication: 2009

Volume: 12

Issue: 1

Pages: 96-105

Type: Article

DOI: 10.1017/S1138741600001517 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: The Spanish Journal of Psychology

Sustainable development goals

Abstract

En este trabajo se analizan las relaciones de las metas académicas con varios indicadores que definen la calidad del proceso de aprendizaje. Se trata de comprobar hasta qué punto el tener niveles altos, moderados o bajos en las metas académicas se relaciona positiva o negativamente en la regulación del esfuerzo, en el valor asignado a las tareas académicas, en la autorregulación metacognitiva, en la autoeficacia, en las creencias de control y en la gestión del tiempo y ambiente de estudio. La investigación se llevó a cabo con una muestra de 632 estudiantes universitarios (70% mujeres y 30% hombres) con una edad media de 21.22 (SD=2.2). Los resultados encontrados demuestran que las learning goals, o de aproximación a la tarea, se encuentran relacionadas positivamente con todos los indicadores de calidad del aprendizaje contemplados. En los otros tipos de metas —work-avoidance goals, performance-approach goals and performance-avoidance goals—, aún no habiendo una relación significativa con todos los indicadores, la tendencia de los resultados significativos es la misma en todos los casos, cuanto más altos son los niveles de estas metas, más bajos son los niveles indicadores de calidad del aprendizaje.

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