Factores que favorecen el desarrollo de unaactitud positiva hacia las actividades académicas
This paper is a descriptive investigation whose objective is to analyze personal factors which favor the development of a positive attitude towards academic activities, according to the opinion of two groups of tenth grade students. The investigation consists of a primary construct: a positive attit...
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| Tipo de documento: | artigo |
| Estado: | Versão publicada |
| Data de publicação: | 2010 |
| País: | Costa Rica |
| Recursos: | Universidad de Costa Rica |
| Repositório: | Portal de Revistas UCR |
| Idioma: | espanhol |
| OAI Identifier: | oai:portal.ucr.ac.cr:article/496 |
| Acesso em linha: | https://revistas.ucr.ac.cr/index.php/educacion/article/view/496 |
| Access Level: | Acceso aberto |
| Palavra-chave: | Attitudes motivation self esteem assertiveness education Actitudes motivación autoestima asertividad educación |
| Resumo: | This paper is a descriptive investigation whose objective is to analyze personal factors which favor the development of a positive attitude towards academic activities, according to the opinion of two groups of tenth grade students. The investigation consists of a primary construct: a positive attitude towards academic activities, and a sub-construct: personal factors which promote such attitudes. The aspects which make up this sub-construct are positive self-esteem, motivation, assertive communication and stress management. The introduction and theoretical references provide evidence for the relationship between these factors, attitudes towards learning and student academic achievements. In agreement with the obtained results, it is concluded that the student population attaches importance to both internal and external factors related to motivation, and perceives them as significant for the development of a positive attitude towards academic activities. The same holds true for having positive self-esteem, knowing how to communicate assertively and being able to manage stress appropriately. Therefore, it is recommended that educational institutions give special attention to a student’s socio-emotional development by implementing programs which promote motivation for academic achievement, improved self-esteem, the ability to communicate assertively and appropriate coping methods for stress. |
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