Motivational factors and academic performance in 2nd year students at the geography teacher training course (2018-2019)

Abstract

The lack of strategies guaranteeing long-lasting learning is a problem for university students. Therefore, the present study deals with finding the motivational factors involved in the 2nd year students’ academic performance at the Geography Teacher Training Course during 2018 and 2019. The hypothesis is that the main factors involved in academic performance are the goals and intentions with which students do their tasks, the competence perceived and their affective-emotional reactions. This study explores the factors involved in the students’ learning styles; identifies skills, habits and studying techniques used in the learning process and examines factors related to self-concept and self-sufficiency. The method is qualitative and the data was collected through the observation of documents showing the students’ academic performance (Libro Matriz, in Spanish), surveys and in-depth- interviews to the people in charge of the institution.