Processes of motivational control and performance in students of the metropolitan area of Caracas
Keywords:
Self-regulation, Motivation, Motivation Control, Reading Comprehension, Motivational StrategiesAbstract
The purpose of this study was to establish the predictive value of motivational control processes on academic achievement in a reading comprehension test. An instrument partially derived from the Motivated Strategies Learning Questionnaire of Pintrich and his colleagues, designed by Castillo (2017), was applied. Four motivational factors were considered: task value, control beliefs, coping strategies for difficulties and persistence, and coping strategies for anxiety. Additionally, the analyzes included some mediating variables: performance level (high, medium and high), gender and age. The results indicated that the motivational control index had no effect on the overall sample. However, motivational factors showed positive effects (task value, control beliefs, or anxiety coping strategies) or negative effects (coping strategies for difficulties and persistence) that emerged depending on the mediating variable considered. It is concluded that motivational control processes predict learning under adaptive processes mediated by variables such as age, gender or performance level. This work yields valuable information that can be considered for the design of learning processes, under current conditions.
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