Study habits and motivation for learning in university students in a condition of socioeconomic vulnerability
Main Article Content
Abstract
University education faces multiple challenges, especially for those students in situations of socioeconomic vulnerability, where study habits and motivation for learning play a crucial role in their academic success. This research, conducted with a sample of 162 university students from the province of El Oro, Ecuador, analyzes how these dimensions are manifested through their mean scores using Kruskal-Wallis non-parametric analysis of variance. Furthermore, the difference between men and women in relation to these habits and motivation is examined using the Mann-Whitney U test. The methodological approach is quantitative, with a descriptive and exploratory scope. The results indicate significant differences in study habits and motivation for learning (Chi2= 143.72 || p-value= 0.000), and reveal that in certain habits, women obtain higher scores (Habit 1: U= 2139 || p-value= 0.005; Habit 3: U= 2353 || p-value= 0.043
Downloads
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
COPYRIGHT NOTICE
Authors who publish in the INNOVA Research Journal keeps copyright and guarantee the journal the right to be the first publication of the work under the Creative Commons License, Attribution-Non-Commercial 4.0 International (CC BY-NC 4.0). They can be copied, used, disseminated, transmitted and publicly exhibited, provided that: a) the authorship and original source of their publication (magazine, publisher, URL and DOI of the work) is cited; b) are not used for commercial purposes; c) the existence and specifications of this license of use are mentioned.
References
Acevedo, D., Torres, J., & Tirado, D. (2017). Análisis de los hábitos de estudio y motivación para el aprendizaje a distancia en alumnos de Ingeniería de Sistemas de la Universidad de Cartagena (Colombia). Formación Universitaria, 8(5), 59-66. http://www.redalyc.org/articulo.oa?id=373544192007
Alcaraz, J., Anton-Sanchez, L., & Monge, J. (2022). The Concordance Test, an Alternative to Kruskal-Wallis Based on the Kendall-τ Distance: An R Package. The R Journal, 14(2), 26-53. https://journal.r-project.org/articles/RJ-2022-039/RJ-2022-039.pdf
Amin, Z., Tani, M., Eng, H., Samarasekara, D., & Huak, C. (2009). Motivation, study habits, and expectations of medical students in Singapore. Medical Teacher, 31(12), 560-569. https://doi.org/10.3109/01421590903193554
Andrade, I., Facio, S., Quiroz, A., Alemán, L., Flores, M., & Rosales, M. (2018). Actitud, hábitos de estudio y rendimiento académico: Abordaje desde la teoría de la acción razonada. Enfermería Universitaria, 15(4), 342-351. https://doi.org/10.22201/eneo.23958421e.2018.4.533
Barwise, A., Allyse, M., Hirsch, J., McGowan, M., Meaghar, K., & Riggan, K. (2023). Wither vulnerability? The over/under protection dilemma and research equity. The American Journal of Bioethics, 23(6), 113-116. https://doi.org/10.1080/15265161.2023.2201201
Ben-Eliyahu, A. (2019). Academic Emotional Learning: A Critical Component of Self-Regulated Learning in the Emotional Learning Cycle. Educational Psychologist, 54(2), 84-105. https://doi.org/10.1080/00461520.2019.1582345
Berger, A. (2018). Media and communication research methods: An introduction to qualitative and quantitative approaches. SAGE Publications.
Bonneville, A., Evans, P., Verner, J., Vallerand, R., & Bouffard, T. (2017). Motivation and coping with the stress of assessment: Gender differences in outcomes for university students. Contemporary Educational Psychology, 48, 28-42. https://doi.org/10.1016/j.cedpsych.2016.08.003
Calin, M., & Tusa, E. (2023). Using t-Student and U-Mann-Whitney tests to identify differences in the study of the impact of the Covid 19 pandemic in online education in schools. Anales científicos de la Universidad "Ovidius" Constanta, 31(2), 39–59. https://doi.org/10.2478/auom-2023-0018
Campuzano, J., Cedillo-Chalaco, L. (2021). Perfil emprendedor de los estudiantes de la carrera de Economía de la Universidad Técnica de Machala en presencia del COVID-19. INNOVA Research Journal, 6(3.2), 47–62. https://doi.org/10.33890/innova.v6.n3.2.2021.1939
Carden, L., & Wood, W. (2018). Habit formation and change. Current Opinion in Behavioral Sciences, 20, 117-122. https://doi.org/10.1016/j.cobeha.2017.12.009
Cedeño, J., Alarcón, B., & Mieles, J. (2020). Hábitos de estudio y rendimiento académico en los estudiantes de segundo nivel de psicología de la Universidad Técnica de Manabí. Dominio de las ciencias, 6(2), 276-301. https://www.dominiodelasciencias.com/ojs/index.php/es/article/view/1218/1991
Chilca, M. (2017). Autoestima, hábitos de estudio y rendimiento académico en estudiantes universitarios. Propósitos y Representaciones, 5(1), 71-99. https://dialnet.unirioja.es/servlet/articulo?codigo=5904759
Chiu, T., Lin, T.-J., & Lonka, K. (2021). Motivating Online Learning: The Challenges of COVID-19 and beyond. The Asia-Pacific Education Researcher, 30, 187-190. https://doi.org/10.1007/s40299-021-00566-w
Ebele, U., & Olofu, P. (2017). Study Habit and Its Impact on Secondary School Students' Academic Performance in Biology in the Federal Capital Territory, Abuja. Educational Research and Reviews, 12(10), 583-588. https://doi.org/10.5897/ERR2016.3117
Fong, Y., & Huang, Y. (2019). Modified Wilcoxon–Mann–Whitney test and power against strong null. The American Statistician, 73(1), 43-49. https://doi.org/10.1080/00031305.2017.1328375
García, A., Viñuela-Prieto, J., López-González, L., & Candel, F. (2017). Correlation between resistance mechanisms in Staphylococcus aureus and cell wall and septum thickening. Infection and Drug Resistance, 10, 353-356. https://doi.org/10.2147/IDR.S146748
Gómez, G., & Rivas, M. (2022). Reading achievement, resilience, and motivation in contexts of vulnerability: A study of perceived self-efficacy, intrinsic motivation, and family support in Chile. Reading Psychology, 43(5-6), 357-379. https://doi.org/10.1080/02702711.2022.2106333
Hayes, A. (2020). Use Omega rather than Cronbach’s Alpha for estimating reliability. But…. Communication Methods and Measures, 14(1), 1-24. https://doi.org/10.1080/19312458.2020.1718629
Hernández, C., Rodríguez, N., & Vargas, Á. (2012). Los hábitos de estudio y motivación para el aprendizaje de los alumnos en tres carreras de ingeniería. Revista de la educación superior, 41(3), 67-87. http://www.scielo.org.mx/scielo.php?pid=S0185-27602012000300003&script=sci_abstract
Hernández, R., Fernández, C., & Baptista, P. (2018). Metodología de la investigación. McGraw Hill.
Herrmann, J., Koeppen, K., & Kessels, U. (2019). Do girls take school too seriously? Investigating gender differences in school burnout from a self-worth perspective. Learning and Individual Differences, 69, 150-161. https://doi.org/10.1016/j.lindif.2018.12.001
Jopling, M. (2019). Using quantitative data. En M. Lambert (Ed.), Practical Research Methods in Education (p. 12). Routledge.
Khan, M., & Rasheed, S. (2019). Moderating role of learning strategies between meta-cognitive awareness and study habits among university students. Pakistan Journal of Psychological Research, 34(1), 215-231. https://doi.org/10.33824/PJPR.2019.34.1.12
Kruskal, W., & Wallis, A. (1952). Use of Ranks in One-Criterion Variance Analysis. Journal of the American Statistical Association, 47(260), 583-621. https://doi.org/10.2307/2280779
Mann, H., & Whitney, D. (1947). On a test of whether one or two random variables is stochastically larger than the other. Annals of Mathematical Statistics, 18, 50-60. https://doi.org/10.1214/aoms/1177730491
Martín, L., & Pastor, E. (2020). El aprendizaje basado en el juego como herramienta socioeducativa en contextos comunitarios vulnerables. Prisma Social(30), 88-114. https://revistaprismasocial.es/article/view/3753
Martínez, I., Meneghel, I., & Pañalver, J. (2019). ¿El género afecta en las estrategias de afrontamiento para mejorar el bienestar y el desempeño académico? Revista de Psicodidáctica, 24(2), 111-119. https://doi.org/10.1016/j.psicod.2019.01.003
McKight, P., & Najab, J. (2010). Kruskal-Wallis Test. En I. Weiner & W. Craighead (Eds.), The Corsini Encyclopedia of Psychology (p. 1). John Wiley & Sons. https://doi.org/10.1002/9780470479216.corpsy0491
Niño, V. (2019). Metodología de la investigación: diseño, ejecución e informe. Ediciones de la U.
Oga-Baldwin, Q., & Nakata, Y. (2017). Engagement, gender, and motivation: A predictive model for Japanese young language learners. System, 65, 151-163. https://doi.org/10.1016/j.system.2017.01.011
Otzen, T., & Manterola, C. (2017). Técnicas de Muestreo sobre una Población a Estudio. International Journal of Morphology, 35(1), 227-232. https://doi.org/10.4067/S0717-95022017000100037
Peralta, H. (2023). Estudiantes en situación de vulnerabilidad: problema social actual en la educación superior dominicana. Varona. Revista Científico Metodológica (77), 1-13. http://scielo.sld.cu/pdf/vrcm/n77/1992-8238-vrcm-77-e1848.pdf
Philipp, W. (2023). Vulnerability. Revista iberoamericana de bioética, 21, 1-13. https://doi.org/10.14422/rib.i21.y2023.007
Pillay, P., du Toit, R., & Mayer, M. (2014). Career guidance and counseling in the context of unemployment and vulnerability: A case study of South Africa. En G. Arulmani, A. Bakshi, F.
Leong, & A. Watts (Eds.), Handbook of Career Development: International and Cultural Psychology (pp. 357-375). Springer. https://doi.org/10.1007/978-1-4614-9460-7_20
Plucker, J., & Peters, S. (2017). Closing poverty-based excellence gaps: conceptual, measurement, and educational issues. Gifted Child Quarterly, 62(1), 56-67. https://doi.org/10.1177/0016986217738566
Rahiem, M. (2021). Remaining motivated despite the limitations: University students’ learning propensity during the COVID-19 pandemic. Children and Youth Services Review, 120, Article 105802. https://doi.org/10.1016/j.childyouth.2020.105802
Regalado, M., Baltazar, H., Pineda, F., & Medina, A. (2023). La salud mental en los jóvenes universitarios: un desafío para las instituciones. Atención Primaria Práctica, 5(4). https://doi.org/10.1016/j.appr.2023.100182
Rojas, I., Vélez, C., Durango, J., Díaz, A., & Rodríguez, A. (2020). Percepción del proceso de formación por competencias y su relación con las prácticas empresariales: un caso de estudio. Revista de Psicología, 40(2), 46-68. http://doi.org/10.18800/psico.202202.009
Salamea-Nieto, R., & Cedillo-Chalaco, L. (2021). Hábitos de estudio y motivación para el aprendizaje en estudiantes universitarios. INNOVA Research Journal, 6(3.1), 94-113. https://doi.org/10.33890/innova.v6.n3.1.2021.1858
Skoglund, J., & Thørnblad, R. (2024). “Vulnerability” and its unintended consequences. Social Sciences, 13(5), Article 258. https://doi.org/10.3390/socsci13050258
Spector, P. (2019). Do Not Cross Me: Optimizing the Use of Cross-Sectional Designs. Journal of Business and Psychology, 34, 125-137. https://doi.org/10.1007/s10869-018-09613-8
Suárez, X., & Castro, N. (2022). Competencias socioemocionales y resiliencia de estudiantes de escuelas vulnerables y su relación con el rendimiento académico. Revista de Psicología (PUCP), 40(2), 879-904. https://doi.org/10.18800/psico.202202.009
Tang, Y., Chen, P., Law, K., Wu, C., Lau, Y.-Y., Guan, J., . . . Ho, G. (2021). Comparative analysis of Student's live online learning readiness during the coronavirus (COVID-19) pandemic in the higher education sector. Computers & Education, 168, Article 104211. https://doi.org/10.1016/j.compedu.2021.104211
Thomas, K., Hardy, D., Lazrus, H., Mendez, M., Orlove, B., Rivera-Collazo, I., . . . Winthrop, R. (2018). Explaining differential vulnerability to climate change: A social science review. WIREs Climate Change, 10(2), Article e565. https://doi.org/10.1002/wcc.565
Tokan, M., & Imakulata, M. (2019). The effect of motivation and learning behavior on student achievement. South African Journal of Education, 39(1), Article 1510. https://doi.org/10.15700/saje.v39n1a1510
UNESCO. (2023). El derecho a la educación. https://www.unesco.org/es/right-education#:~:text=La%20educaci%C3%B3n%20es%20un%20derecho,razones%20sociales%2C%20econ%C3%B3micas%20o%20culturales
Ventura-León, J. L., & Caycho-Rodríguez, T. (2017). El coeficiente Omega: un método alternativo para la estimación de la confiabilidad. Revista Latinoamericana de Ciencias Sociales, 15(1), 625-627. https://www.redalyc.org/pdf/773/77349627039.pdf
Vermunt, J., & Donche, V. (2017). A learning patterns perspective on student learning in higher education: State of the art and moving forward. Educational Psychology Review, 29, 269-299. https://doi.org/10.1007/s10648-017-9414-6
Watson, B., Kong, N., Phipps, S., & Daley, A. (2023). Dreaming of a Brighter Future? The Impact of Economic Vulnerability on University Aspirations. University Aspirations. https://doi.org/10.21203/rs.3.rs-3530246/v1
Yugcha, M., Mayorga, A., Topón, S., Alarcón, D., & López, C. (2023). La Importancia del Aprendizaje Socioemocional para el éxito Académico y la Vida en general. Ciencia Latina, 7(2), 6163-6179. https://doi.org/10.37811/cl_rcm.v7i2.5782
Zhang, T., Chen, W., & Li, M. (2018). Fuzzy distribution entropy and its application in automated seizure detection technique. Biomedical Signal Processing and Control, 39, 360-377. https://doi.org/10.1016/j.bspc.2017.08.013