Autorregulación del aprendizaje y motivación académicaun estudio mixto secuencial explicativo en Educación Primaria

Abstract

In this research, we explore the relation between self-regulated learning and the academic motivation of elementary school students. The aim is to find out how and to which measure these variables interact and have an impact on the academic performance of the students. For this purpose, a mixed sequential explanatory design is presented. Initially, a first quantitative study is implemented (a non-experimental correlation design) to explore the extent to which these variables are related. For the collection of information, systematic observation and structured interviews were used in this phase with 140 students in the first and second years of primary education. Then, a second study was carried out in the case study research tradition. Specifically, a multiple case study was implemented to obtain a closer and more realistic view of the study phenomenon. The results indicate different dynamics and interaction nexuses between the variables. Specifically, the relationship between the student's expectation and value as a catalyst of the emotional component is explored, which could have an impact on the student's self-regulatory ability, indicating the effectiveness of the process of carrying out the activity and, consequently, the academic performance.