@misc{10481/80929,
year = {2023},
month = {2},
url = {https://hdl.handle.net/10481/80929},
abstract = {(1) Background: To achieve a quality education, within the university context, has become
a fundamental issue in the educational agenda and objectives of Sustainable Development, mainly
by corroborating that the knowledge acquired and the level of competence determine academic
performance and are related to motivational factors. The objective was to analyze the relationship of
the learning strategy through its different dimensions (learning support strategies, intrinsic motivation,
and study habits) according to the motivational profile of Education students. (2) Methods: In
this study, 436 students from the Faculties of Education of Granada and Jaén (Spain) participated,
318 women (73.6%) and 118 men (26.4%), with a mean age of 19.40 years ( 3.67). The ACRA scale on
Learning Strategies and the Academic Motivation Scale were used. (3) Results: The results showed
that the determination coefficients Learning support strategies [(Q2 = 0.216); (R2 = 0.559)], Intrinsic
motivation [(Q2 = 0.225); (R2 = 0.364)], and Study habits [(Q2 = 0.149); (R2 = 0.315)], in the estimation
of the measurement model, indicated a great adjustment of the model. (4) Conclusions: The present
investigation is not conclusive; however, it presents evidence that could indicate a better performance
in the students when implementing motivational strategies.},
organization = {Teaching Invocation Project of the Office of the Vice-Rector for Teaching Coordination and Quality of the University of Jaen	PIMED02_202123},
publisher = {MDPI},
keywords = {Learning strategies},
keywords = {University students},
keywords = {Academic performance},
title = {Relationship between Learning Strategies and Motivation of University Students},
doi = {10.3390/su15043497},
author = {Pérez Navío, Eufrasio and Checa Domene, Lara and García-Valdecasas Prieto, Marina},
}