Relationships between learning strategies, motivation and the personal context of Colombian university students: a case study of the Bachelor's Degree in Sports

Abstract

To evaluate the relationship between learning strategies, motivation and personal context of Colombian university students. The MSLQ SF questionnaire was completed by 240 students and analyzed in terms of qualitative variables: sex, sport practiced, academic year, place of residence, place of work, work activity and area of undergraduate education. The quantitative variables were: academic average and age. The present study had a quantitative approach, descriptive correlational and cross-sectional scope. For qualitative variables, differences were found between sex with self-regulation and metacognition, as well as between affective components and cognitive and metacognitive strategies. For quantitative variables, differences were found between academic average with elaboration strategies, organization strategies, critical thinking, metacognitive self-regulation, study time and habits, self-regulation of effort, intrinsic goal orientation, cognitive and metacognitive strategies, resource management strategies, motivation and learning strategies. It is concluded that university students show a varied diversity in relation to the way they learn, especially in relation to sex and academic average. Variables related to age and area of training do not seem to be sensitive. In short, the results invite us to think about the educational resources that favor university education.