{"id":17005,"date":"2018-03-09T09:04:52","date_gmt":"2018-03-09T09:04:52","guid":{"rendered":"https:\/\/www.deberes.net\/tesis\/sin-categoria\/cognicion-metacognicion-motivacion-y-rendimiento-academico-en-el-contexto-educativo-pluricultural-de-ceuta\/"},"modified":"2018-03-09T09:04:52","modified_gmt":"2018-03-09T09:04:52","slug":"cognicion-metacognicion-motivacion-y-rendimiento-academico-en-el-contexto-educativo-pluricultural-de-ceuta","status":"publish","type":"post","link":"https:\/\/www.deberes.net\/tesis\/sociologia\/cognicion-metacognicion-motivacion-y-rendimiento-academico-en-el-contexto-educativo-pluricultural-de-ceuta\/","title":{"rendered":"Cognici\u00f3n-metacognici\u00f3n, motivaci\u00f3n y rendimiento acad\u00e9mico en el contexto educativo pluricultural de ceuta"},"content":{"rendered":"<h2>Tesis doctoral de <strong> Francisco Herrera Clavero <\/strong><\/h2>\n<p>La finalidad de esta investigaci\u00f3n ha sido analizar las relaciones existentes entre cognici\u00f3n-metacognici\u00f3n, motivaci\u00f3n y rendimiento acad\u00e9mico en un contexto pluricultural como el de ceuta, centr\u00e1ndose en los siguientes objetivos:  1,- analizar el comportamiento de las variables mencionadas.  2,- destacar los elementos de mayor relieve en cada uno de sus componentes.  3,- analizar procesualmente, en los tres ciclos educativos de transici\u00f3n del dominnio meramente cognitivo al metacognitivo (desde los 10 a los 14 a\u00f1os: 4\u00c2\u00ba y 6\u00c2\u00ba de educaci\u00f3n primaria y 2\u00c2\u00ba de eso), c\u00f3mo afecta en solitario la motivaci\u00f3n al rendimiento acad\u00e9mico y c\u00f3mo en conjunci\u00f3n con la metacognici\u00f3n (srl).  4,- dise\u00f1ar, aplicar y valorar programas de intervenci\u00f3n en motivaci\u00f3n y metacognici\u00f3n que permitan observar la eficacia de los entrenamientos de estos \u00e1mbitos y sus posibles repercusiones en el aprendizaje.  la hip\u00f3tesis general planteada fue la siguiente: la cognici\u00f3n-metacognici\u00f3n y la motivaci\u00f3n de los alumnos influyen significativamente en su rendimiento acad\u00e9mico en el contexto educativo pluricultural de ceuta.  a partir de ella, para su mejor an\u00e1lisis, se formularon las siguientes subhip\u00f3tesis:  1,- existen diferencias significativas iniciales (pretest) entre los cursos y no entre los grupos, sexos y culturas seleccionadas, en su metacognici\u00f3n \u00abpersona, tarea y estrategia\u00bb, creencias motivacionales \u00abautoeficacia, valor intr\u00ednseco y ansiedad\u00bb, aprendizaje autorregulado \u00abuso de estrategias cognitivas y autorregulaci\u00f3n\u00bb y rendimiento acad\u00e9mico.  2,- se producir\u00e1 un aumento significativo de la metacognici\u00f3n \u00abpersona, tarea y estrategia\u00bb, creencias motivacionales \u00abautoeficacia, valor intr\u00ednseco y ansiedad\u00bb, aprendizaje autorregulado \u00abuso de estrategias cognitivas y autorregulaci\u00f3n\u00bb y rendimiento acad\u00e9mico de los alumnos de los cursos, grupos, sexos y culturas seleccionados, en primer lugar, a favor de los grupos b, debid<\/p>\n<p>&nbsp;<\/p>\n<h3>Datos acad\u00e9micos de la tesis doctoral \u00ab<strong>Cognici\u00f3n-metacognici\u00f3n, motivaci\u00f3n y rendimiento acad\u00e9mico en el contexto educativo pluricultural de ceuta<\/strong>\u00ab<\/h3>\n<ul>\n<li><strong>T\u00edtulo de la tesis:<\/strong>\u00a0 Cognici\u00f3n-metacognici\u00f3n, motivaci\u00f3n y rendimiento acad\u00e9mico en el contexto educativo pluricultural de ceuta <\/li>\n<li><strong>Autor:<\/strong>\u00a0 Francisco Herrera Clavero <\/li>\n<li><strong>Universidad:<\/strong>\u00a0 Granada<\/li>\n<li><strong>Fecha de lectura de la tesis:<\/strong>\u00a0 24\/05\/2002<\/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>Fernando Justicia Justicia<\/li>\n<\/ul>\n<\/li>\n<li><strong>Tribunal<\/strong>\n<ul>\n<li>Presidente del tribunal: florencio Vicente castro <\/li>\n<li>nazario Yuste rossell (vocal)<\/li>\n<li>leandro Navas mart\u00ednez (vocal)<\/li>\n<li>Francisco Mateos claros (vocal)<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Tesis doctoral de Francisco Herrera Clavero La finalidad de esta investigaci\u00f3n ha sido analizar las relaciones existentes entre cognici\u00f3n-metacognici\u00f3n, motivaci\u00f3n [&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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