{"id":132280,"date":"1996-01-01T00:00:00","date_gmt":"1996-01-01T00:00:00","guid":{"rendered":"https:\/\/www.deberes.net\/tesis\/sin-categoria\/estrategias-de-aprendizaje-y-motivacion-en-la-universidad\/"},"modified":"1996-01-01T00:00:00","modified_gmt":"1996-01-01T00:00:00","slug":"estrategias-de-aprendizaje-y-motivacion-en-la-universidad","status":"publish","type":"post","link":"https:\/\/www.deberes.net\/tesis\/psicologia\/estrategias-de-aprendizaje-y-motivacion-en-la-universidad\/","title":{"rendered":"Estrategias de aprendizaje y motivacion en la universidad."},"content":{"rendered":"<h2>Tesis doctoral de <strong> Cristina Roces Montero <\/strong><\/h2>\n<p>Hemos medido con un cuestionario de autoinforme las estrategias de aprendizaje y la motivacion de los universitarios y hemos estudiado las correlaciones de estas variables con el rendimiento y las diferencias entre los alumnos de diferente nivel de rendimiento; los resultados obtendidos indican que las estrategias se relacionan con el rendimiento de una forma mas intensa que la motivacion, pero que esta ejerce tambien una accion indirecta sobre el mismo a traves de su relacion con las estrategias.El estuddio de la evolucion de los alumnos indica que a lo largo de los curso existe un descenso en lugar de un incremento en la mayor parte de los factores de motivacion y estrategias.El analisis de las diferencias entre los alumnos de las distintas carreras indicaan que el metodo de estudio es muy similar, pero que la motivacion de los alumnos varia considerablemente dependiendo de la naturaleza de los estudios, su dificultad, y el nivel vocacional de los alumnos que los realizan.<\/p>\n<p>&nbsp;<\/p>\n<h3>Datos acad\u00e9micos de la tesis doctoral \u00ab<strong>Estrategias de aprendizaje y motivacion en la universidad.<\/strong>\u00ab<\/h3>\n<ul>\n<li><strong>T\u00edtulo de la tesis:<\/strong>\u00a0 Estrategias de aprendizaje y motivacion en la universidad. <\/li>\n<li><strong>Autor:<\/strong>\u00a0 Cristina Roces Montero <\/li>\n<li><strong>Universidad:<\/strong>\u00a0 Navarra<\/li>\n<li><strong>Fecha de lectura de la tesis:<\/strong>\u00a0 01\/01\/1996<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<h3>Direcci\u00f3n y tribunal<\/h3>\n<ul>\n<li><strong>Director de la tesis<\/strong>\n<ul>\n<li>Mar\u00eda Carmen Gonz\u00e1lez Torres<\/li>\n<\/ul>\n<\/li>\n<li><strong>Tribunal<\/strong>\n<ul>\n<li>Presidente del tribunal:  Gonzalez-simancas Lacasa Jos\u00e9 Luis <\/li>\n<li>Carlos Nu\u00f1ez Perez (vocal)<\/li>\n<li>Mar\u00eda  Luisa Sanz De Acedo Lizarraga (vocal)<\/li>\n<li>Emilio Garrido Landibar (vocal)<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Tesis doctoral de Cristina Roces Montero Hemos medido con un cuestionario de autoinforme las estrategias de aprendizaje y la motivacion [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"var(--ast-global-color-4)","background-image":"","background-repeat":"repeat","background-position":"center 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