Diferencias de utilización de estrategias de aprendizaje según el nivel motivacional de los estudiantes

Abstract

The relations of academic goals (learning and performance goals) and the use of
learning and study strategies were examined in a sample of 614 university
students. We tested for differences in scores on LASSI's subscales and factors,
developed by Weinstein, Shulte and Palmer in 1987, acroos diferent levels of
learning and performance goals. Results of the present study indicate that learning
goals are related more closely with learning strategies than performance goals. So
students who report greater use of learning strategies have less difficulties on
learning strategies and it was more likely to use learning strategies and skills, time
monitoring, being motivated, attentive, and concentrated; and to have a positive
attitude to academic context. On the other hand, students who report greater use
of performance goals, also report greater difficulties on learning strategies, higher
levels of anxiety, and they was more likely to use various strategies for exams, and
they aren't likely to use learning strategies.