Auto-motivación y rendimiento académico en el Espacio Europeo de Educación Superior

Abstract

The European Space of Higher Education (ESHE) is based on autonomous learning competences by the university student. Self-motivation is a very important competence for the profession and for the life, and also for study. Although the motivation and its relationship to academic achievement have been the aim of some investigations, this paper provides some new development. First, motivation is a competence process that integrates aspects linked to cognition, emotion, behavior and relationship. Secondly, this research places in the ESHE. Thirdly, besides the student average qualification as measure of his academic achievement, two more dependent variables have been in use: number of suspended subjects and number of subjects to which the student does not appear. The results show that self-motivation actions that the university student do in the ESHE influence their academic achievement at a moderate but positive form, which is in tuning in with the results of other investigations, which suggest that the academic achievement depends on multiple variables. The conclusions are very interesting to develop self-motivation competences in the University and to influence the student academic achievement in the ESHE.