Graduate Student Differences in Self-Determined Learning: An Analysis Relating Age Group and Sex to Strategy Use
DOI:
https://doi.org/10.17524/repec.v11i4.1535Keywords:
Self-determined learning, Accounting education, motivationAbstract
Objetive: discussions about the Self-Determination Theory have been more frequent lately in the field of education. This theory highlights the importance of student motivation as a source of immediate satisfaction in academic tasks. The goal of this study is to explore and analyze the Motivated Strategies for Learning Questionnaire (MSLQ), validated by Structural Equations Modeling and, additionally, to verify whether age or sex affect the level of self-regulated learning of Master’s and PhD Accounting students in Brazil. Method: the operation model of the research outlined the formulation of two hypotheses arguing in favor of the influence of the variables age and sex on the Self-Determination (SDT) levels of the study participants. Results: these hypotheses, though, were not supported by the results of the multivariate data analysis, which is an interesting diagnosis as the studied variables did not indicate statistically significant relevance. These results suggest that other variables - such as which point in the course they have reached or which kind of educational institution they are studying at – need to be analyzed. Contributions: important limitations of this research can be seen as opportunities for future research: the sample was taken from a specific public; the survey may exhibit common method bias; and there was low participation of Professional Master’s students. Future studies may adopt different methodological strategies and/or engage more diverse samples or follow the students for a longer time. As practical implications, the empirical findings can help teachers, students, researchers, educational institutions and graduate programs understand the aspects of self-determined learning that characterize Master's and PhD students in Accounting.References
Accounting Education Change Commission (1990). Objectives of education for accountants: position statement number one. Issues in Accounting Education, pp .307-312.
American Accounting Association (2012). The Pathways Commission Charting a National Strategy for the Next Generation of Accountants.
American Institute of Certified Public Accountants (2000). Core competency framework for entry into the accounting profession.
Araújo, T. S., Lima, F. D. C., Oliveira, A. C. L. de & Miranda, G. J. (2015). Problemas Percebidos no Exercício da Docência em Contabilidade (Perceived problems of being an accounting teacher). Revista de Contabilidade e Finanças, 26 (67), pp. 93-105. DOI: http://dx.doi.org/10.1590/rcf.v26i67.98101
Arias, A. V., Lozano, A. B., Cabanach, R. G., & Pérez, J. C. N. (1999). Las estrategias de aprendizaje. Revisión teórica y conceptual (Learning strategies. Theoretical and conceptual review). Revista Latinoamericana de Psicología, 31(3), pp. 425-461.
Artino, A. R., Jr. (2005). Review of the Motivated Strategies for Learning Questionnaire. (ERIC Document Reproduction Service Nº. ED499083).
Austin, S., Senecal, C., Guay, F., & Nouwen, A. (2011). Effects of gender, age, and diabetes duration on dietary self-care in adolescents with type 1 diabetes: A Self-Determination Theory perspective. Journal of Health Psychology, 16, pp. 917–928. DOI: http://dx.doi.org/10.1177/1359105310396392
Brockelman. K. F. (2009). The interrelationship of self-determination, mental illness, and grades among university students. Journal of College Student Development, 50(3). DOI: http://dx.doi.org/10.1353/csd.0.0068
Castel, A., Murayama, K., Friedman, M., & McGillivray, S. (2013). Selecting valuable information to remember: age-related differences and similarities in self-regulated learning, Psychology and Aging, 28(1). pp. 232-242. DOI: http://dx.doi.org/10.1037/a0030678
Castro, J. X. de, Miranda, G. J., & Leal, E. A. (2015). Estratégias de Aprendizagem dos Estudantes Motivados (The learning strategies of motivated students). Anais do V Encontro de Ensino e Pesquisa em Administração e Contabilidade, Salvador/BA.
Castro, J. X. de, Miranda, G. J., & Leal, E. A. (2015). Estratégias de Aprendizagem dos Estudantes Motivados. Anais do Encontro de Ensino e Pesquisa em Administração e Contabilidade, Salvador, BA, Brasil, 5.
Chin, W. W. (1998). The partial least squares approach to structural equation modeling. G. A. Marcoulides (Ed.). Modern methods for business research, 295. pp. 295-336. Lawrence Erlbaum Associates.doi: http://dx.doi.org/1010.1016/j.aap.2008.12.010.
DeCharms, R. (1984). Personal causation. In: R. E. Ames. & C. Ames (Eds). Research on motivation in education. New York: Academic Press. Inc.
Deci, E. L., & Ryan, R. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum Press.
Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: human needs and the self determination of behavior. Psychological Inquiry, 11, pp. 227-268.
Falcão, D. F., & Rosa, V. V. da (2008). Um estudo sobre a motivação dos universitários do curso de administração: uma contribuição para gestão acadêmica no âmbito público e privado. Anais do Encontro da Associação Nacional de Pós-graduação e Pesquisa em Administração, Rio de Janeiro,RJ, Brasil, 32.
Ferreira, T. C. (2013). Teoria da Autodeterminação: um estudo com trabalhadores de PMN à luz das aspirações extrínsecas e intrínsecas. Dissertação de Mestrado, Universidade Federal do Ceará, Fortaleza, CE, Brasil.
Fiorentini, D. (2004). A didática e a prática de ensino mediada pela investigação sobre a prática (Didactics and teaching practices mediated through investigation about practice). In: J. Romanowski, P. Martins, S. Junqueira, S. (Org.). Conhecimento local e conhecimento universal: pesquisa, didática e ação docente (pp. 243-258). Curitiba: Champagnat.
Fiorentini, D. (2004). A didática e a prática de ensino mediada pela investigação sobre a prática. In: J. Romanowski, P. Martins, S. Junqueira, S. (Org.). Conhecimento local e conhecimento universal: pesquisa, didática e ação docente, pp. 243-258. Curitiba: Champagnat.
Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), p. 39, DOI: http://dx.doi.org/10.2307/3151312.
Hair, J. F., Black, W. C., Babin, B. J., Anderson, R. E., & Tatham, R. L. (2009). Análise multivariada de dados (Multivariate Data Analysis). In: Joseph F. Hair, W. C. Black, B. J. Babin, R. E. Anderson, & R. L. Tatham (Eds.). Analysis (p. 688). Porto Alegre: Bookman.
Hair, J. F., Black, W. C., Babin, B. J., Anderson, R. E., & Tatham, R. L. (2009). Análise multivariada de dados. Tatham (Eds.). Analysis, p. 688. Porto Alegre: Bookman.
Kimura, H. (2015). Editorial. Revista de Administração Contemporânea, 19(3), pp. 1-5. DOI: http://dx.doi.org/10.1590/1982-7849rac2015150107
Kubo, S. H., & Gouvea, M. A. (2012). Análise de fatores associados ao significado do trabalho (An analysis of the factors associated with the meaning of work). Revista de Administração da Universidade de São Paulo – RAUSP, 47(4), 540-554. DOI: http://dx.doi.org/10.5700/rausp1057
Kubo, S. H., & Gouvea, M. A. (2012). Análise de fatores associados ao significado do trabalho. Revista de Administração da Universidade de São Paulo – RAUSP, 47(4), pp. 540-554. doi: http://dx.doi.org/10.5700/rausp1057
Leal. E. A., Miranda. G. J., & Carmo, C. R. S. (2013). Teoria da Autodeterminação: uma análise da motivação dos estudantes do curso de Ciências Contábeis (Self-Determination Theory: An Analysis of Student Motivation in an Accounting
Degree Program). Revista de Contabilidade & Finanças, 24(62), 162-173. DOI: http://dx.doi.org/10.1590/S1519-70772013000200007
Leal. E. A., Miranda. G. J., & Carmo, C. R. S. (2013). Teoria da Autodeterminação: uma análise da motivação dos estudantes do curso de Ciências Contábeis. Revista de Contabilidade & Finanças, 24(62), pp. 162-173. DOI: http://dx.doi.org/10.1590/S1519-70772013000200007
Martin, A. J., & Dowson, M. (2009). Interpersonal relationships, motivation, engagement, and achievement: yields for theory, current issues, and educational practice. Review of Educational Research, 79(1), pp. 327-365.
Mattsson, M. (2012). Investigating the factorial invariance of the 28-item DBQ across genders and age groups: an exploratory structural equation modeling study. Accident Analysis and Prevention, 48, pp. 379-396. DOI: http://dx.doi.org/10.1016/j.aap.2012.02.009
McDonough, K. (2006). Action research and the professional development of gratuate teaching assistants. The Modern Language Journal, 90(6), pp. 33-47. DOI: http://dx.doi.org/10.1111/j.1540-4781.2006.00383.x
Murray, E. J. (1986). Motivação e emoção. Rio de Janeiro: Guanabara-Koogan.
Neves, E.R.C. & Boruchovitch, E. (2007). Escala de Avaliação da motivação para aprender de alunos do ensino fundamental (EMA). Psicologia Reflexão e Crítica, 20(3), pp. 406-413. DOI: http://dx.doi.org/10.1590/S0102-79722007000300008
Oliveira, P. A., Theóphilo, C. R., Batista, I. V. C. & Soares, S. M. (2010). Motivação sob a perspectiva da Teoria da Autodeterminação: um estudo da motivação de alunos do curso de Ciências Contábeis da Universidade Estadual de Montes Claros. Anais do Congresso USP de Controladoria e Contabilidade, São Paulo,SP, Brasil.
Pfromm. S. N. (1987). Psicologia da aprendizagem e do ensino. São Paulo: EPU.
Pinsonneault. A. & Kraemer. K. L. (1993). Survey research in management information systems: an assessment. Journal of Management Information System, 10(2), pp. 75-103. DOI: http://dx.doi.org/10.1080/07421222.1993.11518001
Pintrich, R. R., & DeGroot, E. V. (1990). Motivational and Self-Regulated Learning components of classroom academic performance. Journal of Educational Psychology, 82, pp. 33-40. DOI: http://dx.doi.org/10.1037//0022-0663.82.1.33
Pintrich, P. R., Smith, D. A. F., Garcia, T., & McKeachie, W. J. (1993). Reliability and predictive validity of the Motivational Strategies for Learning Questionnaire (MSLQ). Educational and Psychological Measurements, 53, pp. 801-813. DOI: http://dx.doi.org/10.1177/0013164493053003024
Rausch, R. B. (2012). Professor-pesquisador: concepções e práticas de mestres que atuam na educação básica. Revista Diálogo Educacional, 12(37), pp. 701-717.
Richter, T. & Schmid, S. (2010). Epistemological beliefs and epistemic strategies in Self-Regulated Learning. Metacognition Learning, 5, pp. 47-65. DOI: http://dx.doi.org/10.1007/s11409-009-9038-4
Robbins, S. P. (2005). Comportamento organizacional: administração de empresas, 11, ed. São Paulo: Pearson Prentice Hall.
Ryan, R. M. (1995). Psychological needs and the facilitation of integrative processes. Journal of Personality, 63, pp. 397-427. DOI: http://dx.doi.org/10.1111/j.1467-6494.1995.tb00501.x
Ryan, R. M. & Deci, E. (2000). Self-Determination Theory and the facilitation of intrinsic motivation, social development, and wellbeing. American Psychologist, 55(1), pp. 68-78. DOI: http://dx.doi.org/10.1037110003-066X.55.1.68
Santos, A. A. A., Boruchovitch, E., Primi, R, Bueno, J. M. H. & Zenorini, R. P. C. (2004). Escala de Avaliação de Estratégias de aprendizagem para universitários (EAP-U): Aplicação do modelo de Rasch de Créditos Parciais. Psicologia: Teoria, Investigação e Prática, 9(2), pp. 227-242.
Schaller, T. K. Patil, A. & Malhotra, N. K. (2015). Alternative techniques for assessing common method variance: an analysis of the theory of planned behavior research. Organizational Research Methods, 18(2), pp. 177-206. DOI: http://dx.doi.org/10.1177/1094428114554398
Schermerhorn, J. R. Jr. (2007). Exploring management in modules. United States of America: Courie-Kendallville. Inc.
Schleifer, L. F., & Dull, R. B. (2009). Metacognition and performance in the accounting classroom. Issues in Accounting Education, 3, pp. 44-68. DOI: http://dx.doi.org/10.2308/iace.2009.24.3.339
Smith, P. A. (2001). Understanding Self-Regulated Learning and its implications for accounting educators and researches. Issues in Accounting Education, 16, pp. 663-700.
Tuysuzoglu, B. B. (2011). An investigation of the role of metacognitive behavior in self-regulated learning when learning a complex science topic with a hypermedia learning environment. Dissertação de Mestrado. Universidade do Norte da Carolina, Carolina do Norte.
Warken, I. L. M., & Biavatti, V. T. (2013). A motivação do acadêmico sob a ótica da Teoria da Autodeterminação: um estudo no curso de Ciências Contábeis da Horus Faculdades de Pinhalzinho/SC. Anales del Colóquio Internacional de Gestión Universitaria en América del Sur, 12, Buenos Aires, Argentina.
White, W. R. (1975). Motivation reconsidered: the concept of competence. In: P. H. Mussem, J. J. Conger, & J. Kagan (Orgs.). Basic and contemporary issues in developmental psychology, pp. 266-230. New York: Harper & Row.
Xu, M., Benson, S. N. K., Mudrey-Camino, R., & Steiner. R. P. (2010). The relationship between parental involvement. Self-Regulated Learning and reading achievement of fifth graders: a path analysis using the ECLS-K database. Social Psychology Education, 13, pp. 237-269. DOI: http://dx.doi.org/10.1007/s11218-009-9104-4
Zimmerman, B. J. (2001). Theories of Self-Regulated Learning and academic achievement: an overview and analysis. NJ: Lawrence Erlbaum Associates.
Downloads
Published
How to Cite
Issue
Section
License
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under Creative Commons Attribution 3.0 Unported License, which allows the sharing of the work and recognition of authorship and its initial publication in this journal. This license allows others to distribute, remix, adapt, or create derivative works, even for commercial purposes, provided credit is given for the original creation.
b)There is no financial compensation to the authors in any capacity, for articles published in RePEc.c) The articles published in RePEc are the sole responsibility of the authors.
