000118974 001__ 118974
000118974 005__ 20240319081013.0
000118974 0247_ $$2doi$$a10.1016/j.ijer.2022.102043
000118974 0248_ $$2sideral$$a130158
000118974 037__ $$aART-2022-130158
000118974 041__ $$aeng
000118974 100__ $$0(orcid)0000-0002-6083-8759$$aLatorre Cosculluela, Cecilia$$uUniversidad de Zaragoza
000118974 245__ $$aEmotional well-being and social reinforcement as predictors of motivation and academic expectations
000118974 260__ $$c2022
000118974 5060_ $$aAccess copy available to the general public$$fUnrestricted
000118974 5203_ $$aNowadays there is a tendency to highlight the significant contribution of students'' socio-emotional perceptions about academic motivation and expectations in Higher Education. This study aims to analyze the relationships among emotional well-being, desire for social reinforcement, intrinsic motivation, the perceived value of the task, and academic expectations. To do this, 455 university students from the Spanish educational system filled out an online questionnaire. The application of a Structural Equation Model (SEM) underscores the fact that emotional well-being and the desire for social reinforcement have a positive effect on intrinsic motivation for learning. In turn, this motivation has been a significant predictor of the perceived value of homework and academic expectations. In addition, various mediating effects are observed to influence high academic expectations. These results highlight the need for emotional care and social reinforcement in initial university training programs.
000118974 536__ $$9info:eu-repo/grantAgreement/ES/UZ/PIIDUZ-1-98$$9info:eu-repo/grantAgreement/ES/MCINN/PID2020-113338RB-I00$$9info:eu-repo/grantAgreement/ES/DGA/S42-20R-CREVALOR
000118974 540__ $$9info:eu-repo/semantics/openAccess$$aby$$uhttp://creativecommons.org/licenses/by/3.0/es/
000118974 590__ $$a3.2$$b2022
000118974 592__ $$a1.017$$b2022
000118974 591__ $$aEDUCATION & EDUCATIONAL RESEARCH$$b83 / 269 = 0.309$$c2022$$dQ2$$eT1
000118974 593__ $$aEducation$$c2022$$dQ1
000118974 594__ $$a4.9$$b2022
000118974 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000118974 700__ $$0(orcid)0000-0001-7861-2400$$aSierra Sánchez, Verónica$$uUniversidad de Zaragoza
000118974 700__ $$0(orcid)0000-0001-9319-5895$$aRivera Torres, Pilar$$uUniversidad de Zaragoza
000118974 700__ $$0(orcid)0000-0002-9685-8399$$aLiesa Orús, Marta$$uUniversidad de Zaragoza
000118974 7102_ $$14001$$2215$$aUniversidad de Zaragoza$$bDpto. Ciencias de la Educación$$cÁrea Didáctica y Organiz. Esc.
000118974 7102_ $$14011$$2095$$aUniversidad de Zaragoza$$bDpto. Direc.Mark.Inves.Mercad.$$cÁrea Comerci.Investig.Mercados
000118974 773__ $$g115 (2022), 102043 [12 pp.]$$pInt. j. educ. res.$$tInternational Journal of Educational Research$$x0883-0355
000118974 8564_ $$s1351256$$uhttps://zaguan.unizar.es/record/118974/files/texto_completo.pdf$$yVersión publicada
000118974 8564_ $$s1703660$$uhttps://zaguan.unizar.es/record/118974/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000118974 909CO $$ooai:zaguan.unizar.es:118974$$particulos$$pdriver
000118974 951__ $$a2024-03-18-15:17:24
000118974 980__ $$aARTICLE