Self-motivational Beliefs that Enhance Self- regulation of Students in Virtual Courses

Título traducido de la contribución: Self-motivational Beliefs that Enhance Self- regulation of Students in Virtual Courses

V. Pinto-Guillergua, P.E. Gómez-Carbonel, E. Montoya-Cantoral, J. Mamani-Calcina, K.O. Villalba-Condori

Producción científica: Libro o Capítulo del libro Contribución a la conferencia

Resumen

The present research exposes the way in which eight students selected from virtual environments of a Peruvian institute of higher education perceive their self-regulation processes in the planning stage. The approach is qualitative with a phenomenological interpretative design. Based on the interview of eight students enrolled in the distance learning modality. The main finding is that students have their own beliefs about themselves that help motivate them permanently in the assignments they must complete. Determined by both external and internalfactors, these help academic tasks to be valued in a positive way, so that their completion gives them satisfaction.
Título traducido de la contribuciónSelf-motivational Beliefs that Enhance Self- regulation of Students in Virtual Courses
Idioma originalInglés estadounidense
Título de la publicación alojadaCEUR Workshop Proceedings
Páginas69
-74
EstadoIndizado - 10 nov. 2023

Palabras clave

  • Self-regulation model
  • socio-cognitive learning
  • virtual environment
  • virtual learning

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