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- Title
Estrategias volitivas y de aprendizaje de estudiantes al leer textos académicos en lengua extranjera.
- Authors
Rodríguez Guardado, María del Socorro; Platas-García, Alejandra
- Abstract
One of the challenges that university students usually face is reading academic texts in a foreign language (e.g., English). To overcome this challenge, the study of volitional and learning strategies as elements of self-regulation of learning is recommended. Therefore, the aim of this quantitative, non-experimental, correlational, and cross-sectional study was to 1) analyze the relationship that exists between volitional strategies and the learning strategies used by students when reading academic texts in a foreign language, and 2) analyze the effects of the volitional strategies on the learning strategies used by students when reading academic texts in a foreign language. For this purpose, a questionnaire was administered to 118 Mexican university students (75 females and 43 males) with a mean age of 22.8 years (SD ±6.4). This questionary was adapted from The Academic Volitional Strategy Inventory (AVSI) and the Motivated Strategies for Learning Questionnaire (MSLQ). The results suggest that volitional stress reduction and self-efficacy strategies are associated with learning strategies when reading academic texts in English. However, negative incentive strategies are not associated or correlated with critical thinking, nor do they show an incidence with metacognition strategies. Future work could analyze the relationship between these strategies for writing academic texts in a foreign language.
- Subjects
LANGUAGE &; languages; LEARNING strategies; INCENTIVE (Psychology); READING; WRITING processes; CRITICAL thinking; ENGLISH language; METACOGNITION; READING comprehension
- Publication
Pensamiento Educativo, 2023, Vol 60, Issue 3, p1
- ISSN
0717-1013
- Publication type
Article
- DOI
10.7764/PEL.60.3.2023.7