dc.contributor.authorVillarreal-Lozano, Ricardo Jesus
dc.contributor.authorMorales-Martinez, Guadalupe Elizabeth
dc.contributor.authorBarrientos-Amador, Maynor Enrique
dc.contributor.authorGarcía-Collantes, Ángel
dc.date.accessioned2022-10-04T08:42:18Z
dc.date.available2022-10-04T08:42:18Z
dc.date.issued2022-12
dc.identifier.issn2252-8822
dc.identifier.urihttp://hdl.handle.net/20.500.12226/1264
dc.description.abstractThis study explored the cognitive algebra mechanism underlying mathematical motivation in 672 engineering students. The experimental design included the combination of four factors (task modality versustask difficulty versustask structure versustask relevance) to compose 36 written experimental scenarios. Each one described a hypothetical situation about assigned activities in math class. The participant's task was to read each scenario and estimate how much motivation they would experience if performing the assigned math activity. The results indicated five cognitive motivational patterns among the participants. All the clusters considered the task's relevance as an essential factor in judging their mathematical motivation. Besides this, Clusters 1, 2, 3, and 5 considered the assigned task's difficulty and structure in judging their degree of motivation, but they evaluated the factors differently. The low math motivation cluster integrated the factors according to a summative cognitive rule. Clusters 2, 3, and 5 used amultiplicative rule to integrate the information, and Cluster 4 did not show an information integration systematic mechanism. These findings pointed to the diversity of motivational cognitive profiles among students. This type of cognitive characterization can help design programs that encourage students to learn and enjoy science subjects that will impact their professional development and daily life.es
dc.language.isoenes
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 Internacional*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.titleCognitive assessment of motivation to perform classroom or online math tasks amongengineering studentses
dc.typearticlees
dc.description.course2022-23es
dc.identifier.doi10.11591/ijere.v11i4.22008
dc.issue.number4es
dc.journal.titleInternational Journal of Evaluation and Research in Education (IJERE)es
dc.page.initial1903es
dc.page.final1911es
dc.publisher.departmentDepartamento de Criminologíaes
dc.publisher.facultyFacultad de Ciencias Jurídicases
dc.rights.accessRightsopenAccesses
dc.subject.keywordCognitive algebraes
dc.subject.keywordEngineering studentses
dc.subject.keywordInformation integration theoryes
dc.subject.keywordMathematical motivationes
dc.volume.number11es


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Attribution-NonCommercial-NoDerivatives 4.0 Internacional
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