Evaluación objetiva de la orientación a metas, la gestión del tiempo y los resultados de aprendizaje


DOI: https://doi.org/10.6018/analesps.484851
Palabras clave: test objetivo; orientación a metas; gestión del tiempo; aprendizaje; auto-regulación


Las conductas dirigidas a lograr metas y a gestionar tareas en un periodo de tiempo determinado desempeñan un papel importante cuando las personas realizan actividades de aprendizaje. Estos comportamientos, denominados como orientación a metas y gestión del tiempo, han sido ampliamente estudiados desde los modelos de aprendizaje autorregulado. Estudios previos han empleado tradicionalmente auto-informes para estudiar estas variables. Sin embargo, esta metodología subjetiva presenta limitaciones, por lo que algunos autores han enfatizado las ventajas del empleo de medidas objetivas. En este trabajo, empleamos test objetivos para evaluar la orientación a metas, la gestión del tiempo y estudiar su relación con resultados de aprendizaje. Se emplea un modelo de ecuaciones estructurales para examinar las relaciones. Los resultados muestran un buen ajuste del modelo a los datos. La orientación al aprendizaje muestra un efecto directo sobre la gestión del tiempo y ambas variables muestran un efecto directo sobre una tarea de aprendizaje. La gestión del tiempo mostró un efecto directo sobre el rendimiento académico. Se discuten las implicaciones teóricas y prácticas.


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Cómo citar
Romero, M., Juola, J., Casadevante, C., & Hernández, J. M. (2022). Evaluación objetiva de la orientación a metas, la gestión del tiempo y los resultados de aprendizaje. Anales de Psicología / Annals of Psychology, 38(2), 382–394. https://doi.org/10.6018/analesps.484851
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