Motivation and self-regulation of learning in health sciences undergraduate students Motivation and self-regulation of learning
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Este trabalho está licenciado sob uma licença Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
La publicación se distribuye bajo la licencia Creative Commons Attribution-NonCommercial-Non Derivatives 4.0 International ( CC BY-NC-ND 4.0). Los derechos de los trabajos publicados en esta revista son propiedad del autor, los cuales son libres de distribuir y difundir las mismas, siempre que cite correctamente la fuente, no se generen obras derivadas y estos actos no tengan fines comerciales.
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Resumo
Learning motivation can be influenced by an individual's capacity for self-regulation of learning. Therefore, this study aimed to analyze the motivations and self-regulation of learning among students in Physiotherapy, Nursing, and Podiatry at the Faculty of Health Sciences, University of León. We conducted a cross-sectional descriptive study with a representative sample of students from the Nursing, Physiotherapy, and Podiatry programs at the University of León. In the analysis differentiated by degree, only the Control domain in the Self-regulation of Learning showed significant differences (p = 0.03), with Nursing participants obtaining higher scores. Regarding Motivational Strategies for Learning, Extrinsic Goals (p < 0.001) and Test Anxiety (p = 0.02) also differed among the subgroups. In the teaching-learning process of Health Sciences Degrees, it is crucial for educators to consider that, among the three degrees analyzed, Nursing students exhibited the highest concern for these types of goals and the greatest anxiety before exams. Similarly, teaching professionals involved in Physiotherapy education should be aware of the lower scores obtained by students in this degree regarding their ability to concentrate, maintain focus, and prioritize learning tasks.
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