Procrastinación y logro de aprendizaje en aprendices con diferente estilo cognitivo
Resumen
Esta investigación explora los efectos de un andamiaje motivacional sobre la procrastinación y el desempeño académico en aprendices de diferente estilo cognitivo en la dimensión Dependencia-Independencia de Campo (DIC), cuando estudian contenidos sobre matemáticas en un escenario m-learning.
En el estudio participaron 69 estudiantes de dos cursos de séptimo grado de una institución pública municipal del departamento de Cundinamarca, Colombia. La metodología siguió un diseño cuasiexperimental, con dos variables independientes; la primera con dos valores: un grupo de estudiantes trabajó con un escenario m-learning que incluía un andamiaje motivacional, el otro con un ambiente m-learning sin andamiaje. La segunda es el estilo cognitivo del estudiante en la dimensión dic, con variables dependientes: desempeño y procrastinación académica.
Se realizó un análisis MANCOVA factorial 2x3. Los resultados indican que los aprendices dependientes de campo muestran tendencia hacia la procrastinación en lo referente a la búsqueda de excitación y falta de energía y control en comparación que sus compañeros intermedios e independientes de campo. Los datos muestran que los estudiantes, con diferente estilo cognitivo, lograron aprendizajes equivalentes. Además, el andamiaje motivacional no afectó la procrastinación académica y el desempeño.
Citas
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