Diferencias en los niveles de motivación por sexo, curso y tipo de centro educativo en el aprendizaje estratégico de la lengua extranjera

Marián de la Morena Taboada; Adolfo Sánchez Burón; M. Poveda Fernández Martín

doi:10.3989/arbor.2011.Extra-3n3149

Authors

Marián de la Morena Taboada Departamento de Educación, Facultad de Ciencias Sociales y de la Educación
Adolfo Sánchez Burón Departamento de Psicología, Facultad de Ciencias de la Salud, Universidad Camilo José Cela
M. Poveda Fernández Martín Departamento de Psicología, Facultad de Ciencias de la Salud, Universidad Camilo José Cela

DOI:

https://doi.org/10.3989/arbor.2011.Extra-3n3149

Keywords:

Motivation, learning, foreign language, adolescents

Abstract

This research shows an analysis of the main motivational models applied to foreign language acquisition and is aimed at identifying the motivational variables that present the highest influence in the strategic acquisition of a foreign language. The questionnaire Autoeficacia y Motivación Académica was given to a sample of 564 subjects (309 males and 254 females) who were studying 3rd (41.030%) and 4^th (28.597%) of Secondary Education and 1^st year of High School (30.373%) in two schools of the Comunidad de Madrid (41.7% in a public school and 58.3% in a private school). Results show that values of items related to instrumental motivation are the highest. Females obtained higher results in all factors studied in the same way as the private school with the exception of the variable Perceived Ability which was higher in the public school.

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