Self-motivational Beliefs that Enhance Self- regulation of Students in Virtual Courses

Vanessa Pinto-Guillergua, Piero Enrique Gómez-Carbonel, Elisa Montoya-Cantoral, Jorge Mamani-Calcina, Klinge Orlando Villalba-Condori

Producción científica: Contribución a una revistaArtículo de la conferenciarevisión exhaustiva

Resumen

The present research exposes the way in which eight students selected from virtual environments of a Peruvian institute of higher education perceive their self-regulation processes in the planning stage. The approach is qualitative with a phenomenological interpretative design. Based on the interview of eight students enrolled in the distance learning modality. The main finding is that students have their own beliefs about themselves that help motivate them permanently in the assignments they must complete. Determined by both external and internalfactors, these help academic tasks to be valued in a positive way, so that their completion gives them satisfaction.

Idioma originalInglés
Páginas (desde-hasta)69-74
Número de páginas6
PublicaciónCEUR Workshop Proceedings
Volumen3353
EstadoPublicada - 2023
Publicado de forma externa
Evento2022 International Congress of Trends in Educational Innovation, CITIE 2022 - Arequipa, Perú
Duración: 8 nov. 202210 nov. 2022

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