Las estrategias de aprendizaje y motivación en los estudiantes de la carrera de educación inicial modalidad en línea de la Universidad Técnica del Norte

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Juan Fernando Jaramillo Mantilla
https://orcid.org/0000-0001-7448-6849
Ibeth Alejandra Montenegro Usiña
Katherine Cristal Sevilla Ruano

Abstract

Academic Performance in university students is a study interest within the scientific community; On the other hand, the importance that internal processes can have and how they can influence learning has been studied, where motivation stands out. This research focuses on the relationship of learning strategies and motivation used by university students in the online Initial Education career to achieve goals in the academic context. The research has a quantitative approach, and within the framework of this, its scope is descriptive and correlational, the design of the research is non-experimental and its type is transversal.   199 students participated to whom the Motivation questionnaire and Learning Strategies was applied in digital format in Forms, once the data was obtained, these were migrated to the SPSS for the respective tabulation. The results obtained show that the total number of subjects to some extent put into practice tools to improve performance and actively participate in learning and maintain a high level of motivation. As for the relationship of the variables, Pearson's Chi-square test yielded a p-value less than 0.05, therefore, there is a relationship between learning strategies and motivation which through the V of Cramer test could be evidenced is a moderate relationship. In conclusion, although the relationship is moderate, the two variables almost come to an equal, implying that university students maintain reasons that encourage them to learn and for this they use strategies that bring them closer to meeting goals established in the academic context.

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How to Cite
Jaramillo Mantilla, J. F., Montenegro Usiña, I. A. ., & Sevilla Ruano, K. C. . (2023). Las estrategias de aprendizaje y motivación en los estudiantes de la carrera de educación inicial modalidad en línea de la Universidad Técnica del Norte. Revista Ecos De La Academia, 8(16), 129–138. https://doi.org/10.53358/ecosacademia.v8i16.758
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Artículos
Author Biographies

Juan Fernando Jaramillo Mantilla, Universidad Técnica del Norte

Clinical Psychologist from the Central University of Ecuador (2010); Therapist in EMDR Therapy (2011); Master's degree in Psychology with a mention in Legal and Forensic, at the University of Otavalo (2020); Diploma in Criminal Profiling and Femicide, at the International College of Forensic Investigators SC-Mexico (2020); various Training and Training Courses in Legal and Forensic Psychology; Domestic Violence, Gender, Human Rights, Human Trafficking, Psychological Expertise, Child Abuse, Family Law and Psychological Expertise in Violence Cases. More than 10 years of experience in the development of Psychological Expertise and attention to victims of domestic violence, gender, child abuse and sexual crimes since 2009, both in the public and private sectors, forming part of the multidisciplinary technical team of the Centers for Equity and Justice of the Municipality of Quito and the Court for the Family, Children and Adolescents of the Judiciary; Executive Director of the Cantonal Council for the Protection of Rights of the canton Pedro Moncayo; Advisor to the Mayor of Pedro Moncayo, in the formulation and monitoring of public policies in the social area. Member of the Ecuadorian Association of Legal and Forensic Psychology, he is part of its board of directors. Currently University Professor (Universidad Técnica del Norte) and Private Psychologist, certified by the Council of the Judiciary. Provides Consulting, Training and Expertise in areas of Legal and Forensic Psychology; as well as a Psychotherapist in Psychotrauma and Psychological Damage through EMDR therapy from the private practice.

Ibeth Alejandra Montenegro Usiña, Universidad Técnica del Norte

Graduated from the Psychology Career, Técnica del Norte University (2022). Experience in research and professional practice work, obtaining recognition and standing out in academic development.