Analysis of teaching pattern's motivational valued from the point of view of engineering students

Fernandez Jimenez, Consuelo; Ahearn, Alison y Alonso-Tapia, Jesús (2014). Analysis of teaching pattern's motivational valued from the point of view of engineering students. En: "5th International Symposium of Engineering Education", 11-12 sep, Manchester. ISBN 978-0993061103. pp. 84-94.

Descripción

Título: Analysis of teaching pattern's motivational valued from the point of view of engineering students
Autor/es:
  • Fernandez Jimenez, Consuelo
  • Ahearn, Alison
  • Alonso-Tapia, Jesús
Tipo de Documento: Ponencia en Congreso o Jornada (Artículo)
Título del Evento: 5th International Symposium of Engineering Education
Fechas del Evento: 11-12 sep
Lugar del Evento: Manchester
Título del Libro: ISEE 2014: 5th International Symposium of Engineering Education 2014: University of Manchester
Fecha: 2014
ISBN: 978-0993061103
Materias:
Escuela: E.T.S.I. Aeronáuticos (UPM) [antigua denominación]
Departamento: Física Aplicada a las Ingenierías Aeronáutica y Naval
Licencias Creative Commons: Reconocimiento - Sin obra derivada - No comercial

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Resumen

One of the major problems of current concern of educational research in the field of higher education is the analysis of the characteristics of learning environments that facilitate motivation, self-regulation and academic performance. This issue is currently being studied from three perspectives. Researchers are trying to identify, first, the motivational value of each of the teachers' educational patterns that shape the classroom motivational climate; second, the effect on performance of the different "motivational climates" or classroom goal structures- formed by different sets of teaching patterns; and, third, the effect that modifying some of the teaching patterns that shape such climates has on performance. This paper focuses on the first perspective. We ran a comparative study between Spanish and British engineering students in an attempt to identify whether there are differences in the motivational value attributed to the different teaching patterns and whether this perception is modulated by the motivational characteristics of students. The study methodology involved in-depth surveys, with Spanish students and students from Imperial College London. According to the results of this study, it seems clear that the quality and effectiveness of motivational teaching performance guidelines are not absolute; they can be influenced by cultural values and motivational orientations of students.

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ID de Registro: 41718
Identificador DC: http://oa.upm.es/41718/
Identificador OAI: oai:oa.upm.es:41718
Depositado por: Memoria Investigacion
Depositado el: 20 Oct 2016 11:01
Ultima Modificación: 20 Oct 2016 11:01
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