This study was made with the purpose of analyzing strategic learning as a metacognitive process that impels metamotives in university environments. To achieve this end, the theoretical postulates of Burón (2013), Schultz (2012), Puente (2012), Núñez (2010), Sevilla (2009) and Maslow (2005) were c...
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https://revistas.sena.edu.co/index.php/rnt/article/view/499 |
| Summary: | This study was made with the purpose of analyzing strategic learning as a metacognitive process that impels metamotives in university environments. To achieve this end, the theoretical postulates of Burón (2013), Schultz (2012), Puente (2012), Núñez (2010), Sevilla (2009) and Maslow (2005) were consulted, among others. The study was of the analytic type with a non experimental, cross-sectional field design. The probabilistic sample consisted of 153 university students to whom an instrument with a Likert-type scale was applied with 36 items for each variable under study. The instrument was submitted to content validation through expert judgment, and validity of the discriminator in order to determine internal consistency and relations among the constructs using Wilk’s lambda statistics. Reliability was measured by applying the Cronbach alpha coefficient, producing an Alpha = 0.9286. Results were analyzed according to a previously established scale. Conclusions were that a weakness exists in the development of strategic learning in students, minimizing their self-realization and self-concept, thereby opaquing their self-valuation and provoking the absence of an optimal environment for generating good professorstudent relations based on confidence and mutual respect. The students find themselves in a meta pathological state due to the absence of values, meaning or satisfaction in life, since success in any activity and commitment to a system of values are as essential for psychological well being as security, love and self-esteem. Therefore, the lack of metamotives affects their enthusiasm for learning. |
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