Self-Concept Modulates Motivation and Learning Strategies in Higher Education: Comparison According to Sex
The transition towards adulthood represents a complex period in which the development of personal identity culminates in young adults, whilst, at the same time, many undertake university studies in order to access the job market. The aim of the present study was to analyse the associations between s...
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MDPI AG
2025-07-01
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| Series: | Education Sciences |
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| author | Ramón Chacón-Cuberos Jennifer Serrano-García Inmaculada Serrano-García Manuel Castro-Sánchez |
| author_facet | Ramón Chacón-Cuberos Jennifer Serrano-García Inmaculada Serrano-García Manuel Castro-Sánchez |
| author_sort | Ramón Chacón-Cuberos |
| collection | DOAJ |
| description | The transition towards adulthood represents a complex period in which the development of personal identity culminates in young adults, whilst, at the same time, many undertake university studies in order to access the job market. The aim of the present study was to analyse the associations between self-concept, motivation, and learning strategies in the Spanish university context using structural equations to examine sex as a modifying factor. A descriptive, cross-sectional, and ex post facto study was conducted with a representative sample of 2736 students. The results revealed a positive association between academic self-concept and the three basic psychological needs, with the needs of autonomy and competence being of particular importance amongst the males. It was determined that the satisfaction of all of the needs favoured the development of learning strategies in both genders, with the exception of the need for relatedness, which was not relevant. Finally, it was demonstrated that the females employed better elaboration strategies, whilst the males were better able to regulate effort. It can, therefore, be concluded that the promotion of self-determined motivation favours the development of a positive self-image and learning strategies, with it being crucial for students to be intrinsically motivated. This may help university students avoid dropping out from degree courses. |
| format | Article |
| id | doaj-art-4cf22d92bd73492f9d69404df4d22a42 |
| institution | Kabale University |
| issn | 2227-7102 |
| language | English |
| publishDate | 2025-07-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj-art-4cf22d92bd73492f9d69404df4d22a422025-08-20T03:36:14ZengMDPI AGEducation Sciences2227-71022025-07-0115787310.3390/educsci15070873Self-Concept Modulates Motivation and Learning Strategies in Higher Education: Comparison According to SexRamón Chacón-Cuberos0Jennifer Serrano-García1Inmaculada Serrano-García2Manuel Castro-Sánchez3Department of Research and Diagnostic Methods in Education, University of Granada (Spain), CP 18071 Granada, SpainDepartment of Research and Diagnostic Methods in Education, University of Granada (Spain), CP 18071 Granada, SpainCompulsory Secondary Education, University of Jaén, CP 23001 Jaén, SpainDepartment of Didactics of Musical, Plastic and Corporal Expression, Faculty of Education and Sport Sciences, CP 52000 Melilla, SpainThe transition towards adulthood represents a complex period in which the development of personal identity culminates in young adults, whilst, at the same time, many undertake university studies in order to access the job market. The aim of the present study was to analyse the associations between self-concept, motivation, and learning strategies in the Spanish university context using structural equations to examine sex as a modifying factor. A descriptive, cross-sectional, and ex post facto study was conducted with a representative sample of 2736 students. The results revealed a positive association between academic self-concept and the three basic psychological needs, with the needs of autonomy and competence being of particular importance amongst the males. It was determined that the satisfaction of all of the needs favoured the development of learning strategies in both genders, with the exception of the need for relatedness, which was not relevant. Finally, it was demonstrated that the females employed better elaboration strategies, whilst the males were better able to regulate effort. It can, therefore, be concluded that the promotion of self-determined motivation favours the development of a positive self-image and learning strategies, with it being crucial for students to be intrinsically motivated. This may help university students avoid dropping out from degree courses.https://www.mdpi.com/2227-7102/15/7/873higher educationself-conceptmotivationlearning strategiesgender |
| spellingShingle | Ramón Chacón-Cuberos Jennifer Serrano-García Inmaculada Serrano-García Manuel Castro-Sánchez Self-Concept Modulates Motivation and Learning Strategies in Higher Education: Comparison According to Sex Education Sciences higher education self-concept motivation learning strategies gender |
| title | Self-Concept Modulates Motivation and Learning Strategies in Higher Education: Comparison According to Sex |
| title_full | Self-Concept Modulates Motivation and Learning Strategies in Higher Education: Comparison According to Sex |
| title_fullStr | Self-Concept Modulates Motivation and Learning Strategies in Higher Education: Comparison According to Sex |
| title_full_unstemmed | Self-Concept Modulates Motivation and Learning Strategies in Higher Education: Comparison According to Sex |
| title_short | Self-Concept Modulates Motivation and Learning Strategies in Higher Education: Comparison According to Sex |
| title_sort | self concept modulates motivation and learning strategies in higher education comparison according to sex |
| topic | higher education self-concept motivation learning strategies gender |
| url | https://www.mdpi.com/2227-7102/15/7/873 |
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