Abstract
Motivational orientations predispose and condition behaviour, and determine the degree of assimilation of concepts by students during their training stage. Knowing them allows professors to conduct their lessons in order to favour maximum achievement for students. The objective of this work is to evaluate the motivation that guides the learning process of Industrial Engineering students at the University of Extremadura (Spain). About three quarters of the students present a high motivation for learning; half of them tend to be result-oriented and less than 10% show a high level of fear of failure. Homogeneous groups were formed based on the level of each dimension, and influential teaching methodologies were discussed. Therefore, it is possible to create a context that favors the acquisition of knowledge by students according to their motivations, and thus achieve maximum academic performance from them. The results shown here may be interesting for the design of promotional activities for SDGs in the university context.
Highlights
Motivation is the engine that drives all behaviour, generating a series of changes, both academically and personally
This study aims to analyze the motivational trends that converge in students, as well as the specific motivations that move university students of Industrial Engineering at the University of Extremadura, with the purpose of proposing/discussing strategies of educational intervention that improve their academic performance and designing future interventions to promote Sustainable Development Goals (SDGs) in university studies
An in-depth exploratory analysis of the specific motivations and motivational orientations of a group of students belonging to the same Industrial Engineering class has been carried out
Summary
Motivation is the engine that drives all behaviour, generating a series of changes, both academically and personally. Motivation is made up of a very diverse set of factors, which can be personal and contextual, and involves a multitude of processes that lead to the activation, direction and persistence of a behaviour [1]. Carrillo et al [3] analyzed the concepts of motivation and learning, as well as the mutual implications between them. They identified a series of teaching interventions that favour student motivation and described how they generate a certain type of learning
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