Regulacion de la motivacion y rendimiento academico en matematicas, en estudiantes universitarios.

The present study is based on a self-regulated learning perspective (Zimmerman 2008) congruent with the Organismic Integration Theory about motivation stated by Ryan y Deci (2000). Based on this theoretical perspective, this study will explore if and how college students’ motivational variables are related with the regulation of motivation strategies they use in academic activities in mathematics. These motivational variables will be also examined in relation with students’ academic performance. Finally, the study will explore students’ beliefs about the regulation of motivation strategies and their perceptions of situational aspects linked with the selection of these strategies. 200 college students, who are currently taking a mathematics course, will be invited to participate in the study. The study will use a mix-methods technique to collect and analyze data: first, two instruments will be used: the Motivated Strategies for Learning Questionnaire (MSLQ) developed by Pintrich, Smith, Garcia y McKeachie (1993) and the Regulation of Motivation Strategies Questionnaire developed by Wolters y Benzon, (2013). Then, sets of interviews will be conducted with the ten percent of the sample in order to collect information about students’ beliefs of the regulation of motivation strategies, as well as the situational aspects that determine students’ decisions about the way they regulate their motivation. The quantitative data will be analyzed with series of multiple regressions and correlations, while the qualitative data will be analyzed using a basic interpretive approach. Educational implications of the results will be presented and discussed.