Evaluación de las estrategias de autorregulación afectivo-motivacional de los estudiantesLas EEMA-VS
ISSN: 0212-9728, 1695-2294
Year of publication: 2011
Volume: 27
Issue: 2
Pages: 369-380
Type: Article
More publications in: Anales de psicología
Abstract
This article reports the study of the learning motivational strategies scales�secondary version (EEMA-VS) as an instrument to assess the use of different types of affective-motivational self-regulatory strategies, based on a self-regulatory perspective on student motivation and learning in secon-dary school. The instrument is comprised of three scales: expectancy, value and af-fect. Expectancy scale includes self-concept/self-esteem and expectan-cies/attributions subscales. Value scale includes interest/value and goal generation subscales. Finally, affect scale includes an unique subscale. The results suggest that the EEMA-VS have relatively good reliability. The scales seem to be valid given the results of the three exploratory and confirmatory factor analyses. Use of these strategies is examined.
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