Metacognitive strategies, academic motivation and academic performance in entering health science students in a university in Lima

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The present research studied the relationship between the use of metacognitive strategies, academic motivation and academic achievement in university students. The sample was composed by 116 first semester students, of a private university in Lima Metropolitana. The Scale for Academic Motivation was...

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Detalles Bibliográficos
Autor: Thornberry-Noriega, Gaby
Formato: artículo
Fecha de Publicación:2008
Institución:Universidad de Lima
Repositorio:Revistas - Universidad de Lima
Lenguaje:español
OAI Identifier:oai:revistas.ulima.edu.pe:article/935
Enlace del recurso:https://revistas.ulima.edu.pe/index.php/Persona/article/view/935
Nivel de acceso:acceso abierto
Materia:Metacognitive strategies
academic motivation and academic performance in entering health science students
estrategias metacognitivas
motivación académica
autoeficacia
atribuciones causales
metacognitive strategies
academic motivation
self-efficacy
causal attribution
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spelling Metacognitive strategies, academic motivation and academic performance in entering health science students in a university in LimaEstrategias metacognitivas, motivación académica y rendimiento académico en alumnos ingresantes a una universidad de Lima metropolitanaThornberry-Noriega, GabyMetacognitive strategiesacademic motivation and academic performance in entering health science studentsestrategias metacognitivasmotivación académicaautoeficaciaatribuciones causalesmetacognitive strategiesacademic motivationself-efficacycausal attributionThe present research studied the relationship between the use of metacognitive strategies, academic motivation and academic achievement in university students. The sample was composed by 116 first semester students, of a private university in Lima Metropolitana. The Scale for Academic Motivation was created to asses the motivational dimensions of: Academic Self-efficacy, Causal Attributions and Achievement Oriented Actions. Positive correlations between metacognitive strategies and academic achievement were found, although results were not predictive. Instead, academic motivation was found to predict achievement in 12,6%.Se estudió la relación entre el uso de estrategias metacognitivas, la motivación académica y el rendimiento académico en estudiantes universitarios. La muestra estuvo compuesta por 116 alumnos ingresantes al primer ciclo de estudios de una universidad privada en Lima metropolitana. Se elaboró la Escala de Motivación Académica, instrumento de tipo cuestionario en el que se evalúan las dimensiones motivacionales de autoeficacia académica, atribuciones causales y motivación de logro. Los resultados revelaron que existen correlaciones positivas entre el rendimiento académico y las estrategias metacognitivas, pero esta relación no logra ser predictiva. En cambio, la motivación académica logra predecir el rendimiento en un 12,6%.    Universidad de Lima2008-11-07info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistas.ulima.edu.pe/index.php/Persona/article/view/93510.26439/persona2008.n011.935Persona; No. 011 (2008); 177-193Persona; Núm. 011 (2008); 177-193Persona; n. 011 (2008); 177-1932309-90621560-613910.26439/persona2008.n011reponame:Revistas - Universidad de Limainstname:Universidad de Limainstacron:ULIMAspahttps://revistas.ulima.edu.pe/index.php/Persona/article/view/935/885https://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccessoai:revistas.ulima.edu.pe:article/9352024-10-21T15:02:57Z
dc.title.none.fl_str_mv Metacognitive strategies, academic motivation and academic performance in entering health science students in a university in Lima
Estrategias metacognitivas, motivación académica y rendimiento académico en alumnos ingresantes a una universidad de Lima metropolitana
title Metacognitive strategies, academic motivation and academic performance in entering health science students in a university in Lima
spellingShingle Metacognitive strategies, academic motivation and academic performance in entering health science students in a university in Lima
Thornberry-Noriega, Gaby
Metacognitive strategies
academic motivation and academic performance in entering health science students
estrategias metacognitivas
motivación académica
autoeficacia
atribuciones causales
metacognitive strategies
academic motivation
self-efficacy
causal attribution
title_short Metacognitive strategies, academic motivation and academic performance in entering health science students in a university in Lima
title_full Metacognitive strategies, academic motivation and academic performance in entering health science students in a university in Lima
title_fullStr Metacognitive strategies, academic motivation and academic performance in entering health science students in a university in Lima
title_full_unstemmed Metacognitive strategies, academic motivation and academic performance in entering health science students in a university in Lima
title_sort Metacognitive strategies, academic motivation and academic performance in entering health science students in a university in Lima
dc.creator.none.fl_str_mv Thornberry-Noriega, Gaby
author Thornberry-Noriega, Gaby
author_facet Thornberry-Noriega, Gaby
author_role author
dc.subject.none.fl_str_mv Metacognitive strategies
academic motivation and academic performance in entering health science students
estrategias metacognitivas
motivación académica
autoeficacia
atribuciones causales
metacognitive strategies
academic motivation
self-efficacy
causal attribution
topic Metacognitive strategies
academic motivation and academic performance in entering health science students
estrategias metacognitivas
motivación académica
autoeficacia
atribuciones causales
metacognitive strategies
academic motivation
self-efficacy
causal attribution
description The present research studied the relationship between the use of metacognitive strategies, academic motivation and academic achievement in university students. The sample was composed by 116 first semester students, of a private university in Lima Metropolitana. The Scale for Academic Motivation was created to asses the motivational dimensions of: Academic Self-efficacy, Causal Attributions and Achievement Oriented Actions. Positive correlations between metacognitive strategies and academic achievement were found, although results were not predictive. Instead, academic motivation was found to predict achievement in 12,6%.
publishDate 2008
dc.date.none.fl_str_mv 2008-11-07
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv https://revistas.ulima.edu.pe/index.php/Persona/article/view/935
10.26439/persona2008.n011.935
url https://revistas.ulima.edu.pe/index.php/Persona/article/view/935
identifier_str_mv 10.26439/persona2008.n011.935
dc.language.none.fl_str_mv spa
language spa
dc.relation.none.fl_str_mv https://revistas.ulima.edu.pe/index.php/Persona/article/view/935/885
dc.rights.none.fl_str_mv https://creativecommons.org/licenses/by/4.0/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidad de Lima
publisher.none.fl_str_mv Universidad de Lima
dc.source.none.fl_str_mv Persona; No. 011 (2008); 177-193
Persona; Núm. 011 (2008); 177-193
Persona; n. 011 (2008); 177-193
2309-9062
1560-6139
10.26439/persona2008.n011
reponame:Revistas - Universidad de Lima
instname:Universidad de Lima
instacron:ULIMA
instname_str Universidad de Lima
instacron_str ULIMA
institution ULIMA
reponame_str Revistas - Universidad de Lima
collection Revistas - Universidad de Lima
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Metacognitive strategies, academic motivation and academic performance in entering health science students in a university in Lima
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