Araştırma Makalesi
Yıl 2017,
Cilt: 3 Sayı: 8, 225 - 234, 31.08.2017
Öz
Kaynakça
- Alonso Tapia, J. (1999). ¿Qué podemos hacer los profesores universitarios por mejorar el interés y el esfuerzo de nuestros alumnos por aprender?. in Premios nacionales de investigación e innovación educativa 1998, pp. 161-187, Ministerio de Educación y Cultura, Madrid,. Auzmendi, E. (1992). Las Actitudes Hacia la Matemática-Estadística en las Enseñanzas Medias y Universitarias. Mensajero, Bilbao, España. Baeten, M., Kyndt, E., Struyven, K., Dochy, F. (2010). Using student-centred learning environments to stimulate deep approaches to learning: Factors encouraging or discouraging their effectiveness. Educational Research Review, 5, 3, 243–260. Blanco, A. (2008). Una revisión crítica de la investigación sobre las actitudes de los estudiantes universitarios hacia la estadística. Revista Complutense de Educación, vol 19, 2, 311–320. Bond, M. E., Perkins, S. N., Ramirez, C. (2012). Students’ perceptions of statistics: An exploration of attitudes, conceptualizations, and content knowledge of statistics. Statistics Education Research Journal, 11 (1), 6–25. Carmona, J. (2004). Una revisión de las evidencias de fiabilidad y validez de los cuestionarios de actitudes y ansiedad hacia la estadística. Statistics Education Research Journal, vol. 3, 1, 5–28. Chang, L. (1996). Quantitative attitudes questionnaire: instrument development and validation. Educational and Psychological Measurement, vol. 56, 6, 1037–1042. Chiesi, F., Primi, C. (2009). Assessing statistics attitudes among college students: Psychometric properties of the Italian version of the Survey of Attitudes Toward Statistics (SATS). Learning and Individual Differences, vol. 19, 2, 309–313. Covington, M. (2000). Goal theory, motivation and school achievement: an integrative review. Annual Review of Psychoogy, vol. 51, pp.171-200. Eichler, A., Zapata-Cardona, L. (2016). Empirical Research in Statistics Education, Part of the series ICME-13 Topical Surveys, Springer International Publishing. Estrada, A., Batanero, C., Fortuny, J. M. (2004). Un estudio comparado de las actitudes hacia la estadística en profesores en formación y en ejercicio. Enseñanza de las Ciencias, vol. 22, 2, 263–274. García-Santillán, A., Escalera-Chávez, M., Rojas-Kramer, C., Córdoba-Rangel, A., Pozos-Texon, F. (2016). Students’attitudes toward statistics: a comparison between universities. The Online Journal of New Horizons in Education, 6, 1, 136-150. Hair, J.F. Jr., Anderson, R.E., Tatham, R.L., Black, W.C. (1998). Multivariate Data Analysis (5th Edition). Upper Saddle River, NJ: Prentice Hall, McKeachie, W. J., Pintrich, P.R., Lin, Y., Smith, D. (1986). Teaching and learning in the college classroom: A review of the research literature. Ann Arbor, National Center for Research to Improve Postsecondary Teaching and Learning, University of Michigan. Millar, A. M., & White, B. J. G. (2014). How do attitudes change from one stats course to the next? In K. Makar, B. de Sousa, & R. Gould (Eds.), Sustainability in Statistics Education. Proceedings of the Ninth International Conference on Teaching Statistics (ICOTS9), Flagstaff, Arizona, USA. Voorburg: International Association of Statistics Education. Available at: https://icots.info/9/proceedings/pdfs/ICOTS9_1F2_MILLAR.pdf Miller, R. B., Behrens, J. T., Green, B. A., Newman, D. (2007). Goals and perceived ability: impact on student valuing, self-regulation and persistence. Contemporary Educational Psychology, vol.18, 2–18 Mondéjar, J.,Vargas, M. (2010). Determinant factors of attitude towards quantitative subjects: differences between sexes. Teaching and Teacher Education, vol. 3, 26, 688–693 Mondéjar, J., Vargas, M., Bayot, A. (2008). Medición de la actitud hacia la estadística. Influencia en los procesos de estudio. Revista Electrónica de Investigación Psicoeducativa, vol. 3, 16, 729–748. Pintrich, P., Smith, D., García, T., McKeachie, W. (1991). A manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ).National Center for Research to Improve Postsecondary Teaching and Learning. University of Michigan. Pintrich, P.R., Smith, D.A.F., García, T., McKeachie, W.J. (1993). Reliability and predictive validity of the motivated strategies for learning questionnaire (MSLQ). Educational and Psychological Measurement, vol. 53, 801-803. Pintrich, R. R., DeGroot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, vol. 82, 33-40. Rinaudo, C., Chiecher, A., Donolo, D. (2003). Motivación y uso de estrategias en estudiantes universitarios. Su evaluación a partir del Motivate Strategies Learning Questionnarie. Anales de Psicología, vol. 19, 107-119. Roberts, D. M., Bilderback, E. W. (1980). Reliability and validity of a statistics attitude survey, Educational and Psychological Measurement, 40, 235–238 Roces, C., Tourón, J., Gonzáles–Torres, M. (1995). Motivación, estrategias de aprendizaje y rendimiento de los alumnos universitarios. Revista de Pedagogía, vol. 47, 107-120. Schau, C., Emmioglu, E. (2012). Do introductory courses in the United States improve students’ attitudes?. Statistics Education Research Journal, vol.11, 86–94. Schau, C., Stevens, J., Dauphinee, T. L., Del Vecchio, A. (1995). The development and validation of the survey attitudes toward statistics. Educational and Psychological Measurement, vol. 5, 55, 868–875. Shaughnessy, J. M. (2007). Research on statistics learning and reasoning. In F. K. Lester (Ed.), Second handbook of research on mathematics teaching and learning. A project of the National Council of Teachers of Mathematics (pp. 957–1009). Charlotte, NC: Information Age Vanhoof, S., Castro-Sotos, A. E., Onghena, P., Verschafel, L., van Dooren, W., & van den Noortgate, W. (2006). Attitudes toward statistics and their relationship with short- and long-term exam. Journal of Statistics Education, vol.14, 3. Available at: http://ww2.amstat.org/publications/jse/v14n3/vanhoof.html Weinstein, C. (1987). Fostering learning autonomy through the use of learning strategies. Journal of Reading, vol. 30, 590-595. Wise, S. L. (1985). The development and validation of a scale measurement attitudes toward statistics. Educational and Psychological Measurement, vol. 45, 401–405. Zeidner, M. (1991). Statistics and mathematics anxiety in social science students: some interesting parallels. British Journal of Educational Psychology, vol. 61, 319–328.
Yıl 2017,
Cilt: 3 Sayı: 8, 225 - 234, 31.08.2017
Öz
In this study the main purpose is to
explore relations between students' learning strategies and their motivational
patterns in the course Introduction to Economic Statistics of University of
Oviedo. The course Introduction to Economic Statistics is a basic training in a
Business Administration degree. It is a common course for the degrees in
Economics, Accounting and Finance and Labour Relations and Human Resources,
which are also part of the course catalogue of the School of Economics and
Business. The course has no prerequisites. It is recommended that the student
should be competent in mathematics, in any of its options at secondary (high
school) level. The evaluation of the course is based on continuous assessment
throughout the course and final exam. The results of final grades are very
different between the four degrees. In this study, the differences between the
learning and motivational patterns employed by the students of the degrees are
analyzed. The correlations of motivation and learning strategies with final
grades and/or continuous assessment are exposed. The data were collected
thorough the Learning Strategies and Motivation Questionnaire. Participants
were 169 undergraduates. The results about the disparities between grades could
be useful to correct teaching practices and evaluation performances in some
grades.
Anahtar Kelimeler
Kaynakça
- Alonso Tapia, J. (1999). ¿Qué podemos hacer los profesores universitarios por mejorar el interés y el esfuerzo de nuestros alumnos por aprender?. in Premios nacionales de investigación e innovación educativa 1998, pp. 161-187, Ministerio de Educación y Cultura, Madrid,. Auzmendi, E. (1992). Las Actitudes Hacia la Matemática-Estadística en las Enseñanzas Medias y Universitarias. Mensajero, Bilbao, España. Baeten, M., Kyndt, E., Struyven, K., Dochy, F. (2010). Using student-centred learning environments to stimulate deep approaches to learning: Factors encouraging or discouraging their effectiveness. Educational Research Review, 5, 3, 243–260. Blanco, A. (2008). Una revisión crítica de la investigación sobre las actitudes de los estudiantes universitarios hacia la estadística. Revista Complutense de Educación, vol 19, 2, 311–320. Bond, M. E., Perkins, S. N., Ramirez, C. (2012). Students’ perceptions of statistics: An exploration of attitudes, conceptualizations, and content knowledge of statistics. Statistics Education Research Journal, 11 (1), 6–25. Carmona, J. (2004). Una revisión de las evidencias de fiabilidad y validez de los cuestionarios de actitudes y ansiedad hacia la estadística. Statistics Education Research Journal, vol. 3, 1, 5–28. Chang, L. (1996). Quantitative attitudes questionnaire: instrument development and validation. Educational and Psychological Measurement, vol. 56, 6, 1037–1042. Chiesi, F., Primi, C. (2009). Assessing statistics attitudes among college students: Psychometric properties of the Italian version of the Survey of Attitudes Toward Statistics (SATS). Learning and Individual Differences, vol. 19, 2, 309–313. Covington, M. (2000). Goal theory, motivation and school achievement: an integrative review. Annual Review of Psychoogy, vol. 51, pp.171-200. Eichler, A., Zapata-Cardona, L. (2016). Empirical Research in Statistics Education, Part of the series ICME-13 Topical Surveys, Springer International Publishing. Estrada, A., Batanero, C., Fortuny, J. M. (2004). Un estudio comparado de las actitudes hacia la estadística en profesores en formación y en ejercicio. Enseñanza de las Ciencias, vol. 22, 2, 263–274. García-Santillán, A., Escalera-Chávez, M., Rojas-Kramer, C., Córdoba-Rangel, A., Pozos-Texon, F. (2016). Students’attitudes toward statistics: a comparison between universities. The Online Journal of New Horizons in Education, 6, 1, 136-150. Hair, J.F. Jr., Anderson, R.E., Tatham, R.L., Black, W.C. (1998). Multivariate Data Analysis (5th Edition). Upper Saddle River, NJ: Prentice Hall, McKeachie, W. J., Pintrich, P.R., Lin, Y., Smith, D. (1986). Teaching and learning in the college classroom: A review of the research literature. Ann Arbor, National Center for Research to Improve Postsecondary Teaching and Learning, University of Michigan. Millar, A. M., & White, B. J. G. (2014). How do attitudes change from one stats course to the next? In K. Makar, B. de Sousa, & R. Gould (Eds.), Sustainability in Statistics Education. Proceedings of the Ninth International Conference on Teaching Statistics (ICOTS9), Flagstaff, Arizona, USA. Voorburg: International Association of Statistics Education. Available at: https://icots.info/9/proceedings/pdfs/ICOTS9_1F2_MILLAR.pdf Miller, R. B., Behrens, J. T., Green, B. A., Newman, D. (2007). Goals and perceived ability: impact on student valuing, self-regulation and persistence. Contemporary Educational Psychology, vol.18, 2–18 Mondéjar, J.,Vargas, M. (2010). Determinant factors of attitude towards quantitative subjects: differences between sexes. Teaching and Teacher Education, vol. 3, 26, 688–693 Mondéjar, J., Vargas, M., Bayot, A. (2008). Medición de la actitud hacia la estadística. Influencia en los procesos de estudio. Revista Electrónica de Investigación Psicoeducativa, vol. 3, 16, 729–748. Pintrich, P., Smith, D., García, T., McKeachie, W. (1991). A manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ).National Center for Research to Improve Postsecondary Teaching and Learning. University of Michigan. Pintrich, P.R., Smith, D.A.F., García, T., McKeachie, W.J. (1993). Reliability and predictive validity of the motivated strategies for learning questionnaire (MSLQ). Educational and Psychological Measurement, vol. 53, 801-803. Pintrich, R. R., DeGroot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, vol. 82, 33-40. Rinaudo, C., Chiecher, A., Donolo, D. (2003). Motivación y uso de estrategias en estudiantes universitarios. Su evaluación a partir del Motivate Strategies Learning Questionnarie. Anales de Psicología, vol. 19, 107-119. Roberts, D. M., Bilderback, E. W. (1980). Reliability and validity of a statistics attitude survey, Educational and Psychological Measurement, 40, 235–238 Roces, C., Tourón, J., Gonzáles–Torres, M. (1995). Motivación, estrategias de aprendizaje y rendimiento de los alumnos universitarios. Revista de Pedagogía, vol. 47, 107-120. Schau, C., Emmioglu, E. (2012). Do introductory courses in the United States improve students’ attitudes?. Statistics Education Research Journal, vol.11, 86–94. Schau, C., Stevens, J., Dauphinee, T. L., Del Vecchio, A. (1995). The development and validation of the survey attitudes toward statistics. Educational and Psychological Measurement, vol. 5, 55, 868–875. Shaughnessy, J. M. (2007). Research on statistics learning and reasoning. In F. K. Lester (Ed.), Second handbook of research on mathematics teaching and learning. A project of the National Council of Teachers of Mathematics (pp. 957–1009). Charlotte, NC: Information Age Vanhoof, S., Castro-Sotos, A. E., Onghena, P., Verschafel, L., van Dooren, W., & van den Noortgate, W. (2006). Attitudes toward statistics and their relationship with short- and long-term exam. Journal of Statistics Education, vol.14, 3. Available at: http://ww2.amstat.org/publications/jse/v14n3/vanhoof.html Weinstein, C. (1987). Fostering learning autonomy through the use of learning strategies. Journal of Reading, vol. 30, 590-595. Wise, S. L. (1985). The development and validation of a scale measurement attitudes toward statistics. Educational and Psychological Measurement, vol. 45, 401–405. Zeidner, M. (1991). Statistics and mathematics anxiety in social science students: some interesting parallels. British Journal of Educational Psychology, vol. 61, 319–328.
Toplam 1 adet kaynakça vardır.
Ayrıntılar
| Bölüm | Makaleler |
|---|---|
| Yazarlar | |
| Yayımlanma Tarihi | 31 Ağustos 2017 |
| Gönderilme Tarihi | 26 Ağustos 2017 |
| Yayımlandığı Sayı | Yıl 2017Cilt: 3 Sayı: 8 |
Published and Sponsored by OCERINT International © 2015 - 2023
Contact: ijaedujournal@hotmail.com
International E-Journal of Advances in Education by IJAEDU is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. Permissions beyond the scope of this license may be available at http://ijaedu.ocerintjournals.org