scholarly journals Immigration and gender as differentiating elements in the motivation and strategies of Spanish secondary students

2017 ◽  
Vol 14 (40) ◽  
Author(s):  
José Manuel Suárez ◽  
Ana Patricia Fernández ◽  
Ángela Zamora
Keyword(s):  
Secondary School ◽  
Goal Orientation ◽  
Learning Strategies ◽  
Secondary Students ◽  
Academic Motivation ◽  
Orientation Scale ◽  
And Gender ◽  
Student’S T ◽  
Secondary School Pupils

Introduction. The debate over the education of immigrant pupils relative to native Spanish students is currently a hot topic, but very little research has been undertaken in this area in Spain. The objective of this study was to detect certain possible differences in motivation and strategies between immigrant and Spanish pupils, and also between boys and girls.Method. A sample of 436 secondary school pupils was used. The Motivated Strategies for Learning Questionnaire (MSLQ) was used as a basis, but was adapted in the shape of the elimination of the goal sub-scales (intrinsic and extrinsic), which were replaced by the Goal Orientation Scale of Skaalvik. Various Student’s t-tests were carried out to determine whether or not there were statistically significant differences between the independent samples studied, concretely in respect of nationality of origin and of gender. In interpreting results, account was also taken of the effect of the size of sample. Moreover, MANOVA analyses were also used to check whether there were any interactions between the nationality of origin and gender in respect of the variables studied.Results. In general, it was noteworthy that the main differences found were linked to the gender of pupils, much more than their nationality of origin. Hence, statistically significant differences were found in a total of twelve variables by gender and only three by nationality. Moreover, differences encountered lay mostly in the area of learning strategies rather than in academic motivation and self-motivation.Discussion and conclusion. As a general conclusion for this study, it may be emphasized that the main differences recorded were in respect of gender, much more than with regard to the nationality of origin. More specific studies would be desirable so as to develop further this line of investigation, which is novel in a Spanish context.

scholarly journals Different moments in the participatory stage of the secondary students' abstraction of mathematical conceptions

2012 ◽  
Vol 26 (44) ◽  
pp. 1345-1366 ◽  
Author(s):  
Ana-Isabel Roig ◽  
Salvador Llinares ◽  
Maria del Carmen Penalva
Keyword(s):  
Secondary School ◽  
Secondary Students ◽  
Activity Effect ◽  
Attention Focus ◽  
Secondary School Pupils

This study provides support to the characteristics of participatory and anticipatory stages in secondary school pupils' abstraction of mathematical conceptions. We carried out clinical task-based interviews with 71 secondary-school pupils to obtain evidence of the different constructed mathematical conceptions (Participatory Stage) and how they were used (Anticipatory Stage). We distinguish two moments in the Participatory Stage based on the coordination of information from particular cases by activity-effect reflection which, in some cases, lead to a change of focus enabling secondary-school pupils to achieve a reorganization of their knowledge. We argue that (a) the capacity of perceiving regularities in sets of particular cases is a characteristic of activity-effect reflection in the abstraction of mathematical conceptions in secondary school, and (b) the coordination of information by pupils provides opportunities for changing the attention-focus from the particular results to the structure of properties.

Learning Strategies of Secondary School Students as Correlates of Academic Achievement and Gender

2016 ◽  
Vol 3 (2) ◽  
Author(s):  
Harjit Kaur Gill
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
Learning Strategies ◽  
Secondary School Students ◽  
Self Regulation ◽  
Low Achievers ◽  
Motivational Strategies ◽  
School Students ◽  
And Gender ◽  
The Relationship

The objectives of the study were: (i) to study the learning strategies of Secondary school students, (ii) to study gender differences in the learning strategies of secondary school students (iii) to study the relationship between learning strategies and academic achievement of secondary school students.1200 secondary school students of Punjab were administered Motivational Strategies for Learning Questionnaire (Pintrich et al, 1991) The results show that significant differences have not been found between high and low achievers as well as between male and female school students on the rehearsal, elaboration, organization, critical thinking and meta-cognitive of self-regulation of learning strategies. Even the interaction effect of gender and academic achievement was not found significant on these dimensions except the last one i.e. meta-cognitive self-regulation dimension.

scholarly journals ORIENTACIONES DE META EN ESTUDIANTES DE LA FACULTAD DE EDUCACIÓN DE ALICANTE

2016 ◽  
Vol 2 (1) ◽  
pp. 575
Author(s):  
Irene Jover Mira ◽  
Leandro Navas Martínez ◽  
Francisco Pablo Holgado Tello
Keyword(s):  
Academic Achievement ◽  
Goal Orientation ◽  
Academic Motivation ◽  
Learning Goals ◽  
Education Faculty ◽  
Approach To Learning ◽  
Grade Teacher ◽  
Orientation Scale ◽  
Faculty Of Education ◽  
The University

Abstract:GOAL ORIENTATIONS IN THE STUDENTS OF THE EDUCATION FACULTY OF ALICANTEThe aim of this study was to analyze the factorial dimensioning of the Goal Orientation Scale in the context of the Faculty of Education at the University of Alicante. Three hundred fifty-seven students in Grade Teacher (Nursery and Primary) took part in this research, with an average age of 21.09 years. Factor, reliability, discrimination and correlational analysis are conducted. The results show the existence of avoidance of the per formance, the approach of the per formance, avoidance of work, and approach to learning goals. The model fits the data. Some interesting conclusions are derived and lines of work are proposed for future research.Keywords: goal orientation, academic achievement, academic motivation, goals address.Resumen:Este estudio parte del objetivo de analizar la dimensionalización factorial de la Escala de Orientación a Metas en el contexto de la Facultad de Educación de la Universidad de Alicante. Participan 357 estudiantes del Grado de Maestro (Infantil y Primaria) con una edad media de 21.09 años. Se llevan a cabo análisis factoriales, de fiabilidad, de discriminación y correlacionales. Los resultados muestran la existencia de metas de evitación de la ejecución, de aproximación a la ejecución, de evitación del trabajo y de aproximación al aprendizaje. El modelo ajusta a los datos. Se derivan algunas conclusiones de interés y se proponen líneas de trabajo para investigaciones futuras.Palabras clave: orientación a metas, rendimiento académico, motivación académica, dirección de metas.

scholarly journals The Comparison of Self-Perception of the Use of Learning Strategies in Spanish and Lithuanian Secondary Students When Learning Science

Pedagogika ◽  
2021 ◽  
Vol 141 (1) ◽  
pp. 160-173
Author(s):  
Enric Ortega-Torres ◽  
Sigitas Drąsutis ◽  
Renata Burbaitė
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Learning Strategies ◽  
Secondary Students ◽  
The Self ◽  
Learning Science ◽  
Self Perception ◽  
Sociocultural Environment ◽  
Environment Influence

Improving students‘ learning strategies is important for them in order to learn successfully. This article compares the self-perception of the use of learning strategies in Spanish and Lithuanian secondary schools students when learning science and analyse the students understanding of these strategies to determine the sociocultural environment influence on this perception. Results emphasize the need to include support actions to improve the management of strategies in secondary school.

scholarly journals Internet Plagiarism among Form Four Chemistry Students of a Selected Malaysian Secondary School: Exploring Its Prevalence, Correlates and Gender Differences

2018 ◽  
Vol 5 (2) ◽  
pp. 54-72
Author(s):  
Rajiah Hassan ◽  
Tunku Badariah Tunku Ahmad
Keyword(s):  
Secondary School ◽  
Secondary Students ◽  
Statistical Significance ◽  
Kuala Lumpur ◽  
Student Body ◽  
Chemistry Students ◽  
School Based ◽  
Upper Secondary ◽  
And Gender

This case study was conducted to investigate the extent and prevalence of Internet plagiarism among a group of upper secondary students taking Chemistry as an elective subject at a selected public school in Kuala Lumpur. Eighty-seven (N=87) Form Four Chemistry students were required to write a two-page essay on acid rain as part of the School-Based Assessment exercise. The essays were examined in a quantified document analysis to record the occurrences and prevalence of plagiarism from Internet sources. Researcher-coded scores and Turnitin similarity indexes were used as the measures of Internet plagiarism. The results show that Internet plagiarism in this student body was widespread (99%) as almost everyone plagiarized, except one female student. The amount of information copied was extremely high at an average of 90% for Turnitin similarity indexes and 91.3% for researcher-coded scores. Gender wise, both boys and girls plagiarized at about the same extent, and the slight difference between them did not account for any statistical significance. Most were involved in high-scale plagiarism, and appeared to have lifted their essays completely off the Internet. However, the study could not completely ascertain whether students' lack of ability in English and Chemistry was the actual reason for their plagiarism act as measures of the two subjects turned out to be weak correlates of plagiarism. Based on the findings, the study recommends that students be explicitly taught the proper skills of writing and educated about the nature and implications of Internet plagiarism.  

Optimistic and Defensive-Pessimist Students: Differences in their Academic Motivation and Learning Strategies

2014 ◽  
Vol 17 ◽  
Author(s):  
José Manuel Suárez Riveiro
Keyword(s):  
Secondary School ◽  
Learning Strategies ◽  
Academic Motivation ◽  
Motivational Strategies ◽  
Behavioral Strategies ◽  
School Students ◽  
Defensive Pessimism ◽  
New Approach ◽  
Motivation And Learning ◽  
Future Work

AbstractIn addition to cognitive and behavioral strategies, students can also use affective-motivational strategies to facilitate their learning process. In this way, the strategies of defensive-pessimism and generation of positive expectations have been widely related to conceptual models of pessimism-optimism. The aim of this study was to describe the use of these strategies in 1753 secondary school students, and to study the motivational and strategic characteristics which differentiated between the student typologies identified as a result of their use. The results indicated a higher use of the generation of positive expectations strategy (optimism) (M = 3.40, SD = .78) than the use of the defensive pessimism strategy (M = 3.00, SD = .78); a positive and significant correlation between the two strategies (r = .372, p = .001); their relationship with adequate academic motivation and with the use of learning strategies. Furthermore, four student typologies were identified based on the use of both strategies. Lastly, we propose a new approach for future work in this line of research.

Goal Orientation Scale

1990 ◽  
Author(s):  
John Malouff ◽  
Nicola Schutte ◽  
Melissa Bauer ◽  
Devona Mantelli ◽  
Bronwyn Pierce ◽  
...  
Keyword(s):  
Goal Orientation ◽  
Orientation Scale
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