Reading Comprehension, Learning Strategies and Motivation in Undergraduates

Authors

  • Adriana Rosecler Alcará Universidade Estadual de Londrina
  • Acácia Aparecida Angeli dos Santos Universidade São Francisco

Keywords:

Reading comprehension, Learning strategies, Academic motivation.

Abstract

This study was designed to investigate the characteristics of students regarding the use of learning strategies, reading comprehension and motivational orientations, and to seek correlations between the scores obtained on the measures used. The participants were 110 students of both genders, mean age 27 years and 4 months. The instruments used were the Cloze Test, the scales of learning strategies and motivation for learning. The results showed that the level of reading comprehension is lower than expected for university students, that the students use learning strategies

 

and that there exists a trend towards the learning goal. The data showed significant positive correlations between the learning strategies and learning goals. These findings confirm the need to create opportunities to enhance cognitive and metacognitive skills in the university context.

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Author Biographies

Adriana Rosecler Alcará, Universidade Estadual de Londrina

Doutora em Psicologia pela Universidade São Francisco. Mestre em Educação pela Universidade Estadual de Londrina. Docente do Departamento de Ciência da Informação da Universidade Estadual de Londrina

Acácia Aparecida Angeli dos Santos, Universidade São Francisco

Doutora em Psicologia Escolar e do Desenvolvimento pela Universidade de São Paulo. Docente da graduação e do Programa de Pós-graduação Stricto Sensu em Psicologia da Universidade São Francisco. Bolsista Produtividade do CNPq

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Published

2013-11-11

How to Cite

Alcará, A. R., & Santos, A. A. A. dos. (2013). Reading Comprehension, Learning Strategies and Motivation in Undergraduates. Psico, 44(3), 411–420. Retrieved from https://revistaseletronicas.pucrs.br/index.php/revistapsico/article/view/12258

Issue

Vol. 44 No. 3 (2013)

Section

Articles

License

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Creative Commons License

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