Factors influencing academic achievement: the mediating role of motivation in learning strategies and school climate

El objetivo principal de esta investigación consiste en analizar la relación existente entre estrategias de aprendizaje, motivación, clima escolar y el rendimiento académico y establecer cuáles son los mejores predoctores de este rendimiento. Para ello hemos utilizado una muestra de 101 alumnos de 4º ESO de centros de Granada y Málaga, a los que se les administró el CEAM II, para medir estrategias de aprendizaje y motivación; y el CECSCE para medir el clima escolar. Los resultados indican que altas puntuaciones en estrategias de aprendizaje, una mayor motivación y un mejor clima escolar se relacionan con un mejor rendimiento académico. A su vez, los resultados muestran que los factores que mejor predicen el rendimiento académico son la valoración de la tarea y percepción de autoeficacia (motivación), organización y esfuerzo (estrategias de aprendizaje) y percepción del centro (clima escolar). Por último, se observa que la motivación tiene un papel mediador entre las estrategias de aprendizaje y el clima escolar sobre el rendimiento académico. ABSTRACT The main objective of this research is to analyze the relationship between learning strategies, motivation, school climate and academic performance and establish which are the best predictors of this performance. We have used a sample of 101 students of 4 º ESO center of Granada and Malaga, who were administered the CEAM II, to measure learning strategies and motivation, and the CECSCE to measure school climate. Results indicate that high scores on learning strategies, increased motivation and improved school climate are related to better academic performance. In turn, results show that the factors that predict academic performance are the assessment of the task and self-efficacy (motivation), organization and effort (learning strategies) and perception of school (school climate). Finally, we observe that motivation has a mediating role between learning strategies and school climate on student achievement.The main objective of this research is to analyze the relationship between learning strategies, motivation, school climate and academic performance and establish which are the best predictors of this performance. We have used a sample of 101 students of 4º ESO center of Granada and Malaga, who were administered the CEAM II, to measure learning strategies and motivation, and the CECSCE to measure school climate. Results indicate that high scores on learning strategies, increased motivation and improved school climate are related to better academic performance. In turn, results show that the factors that predict academic performance are the assessment of the task and self-efficacy (motivation), organization and effort (learning strategies) and perception of school (school climate). Finally, we observe that motivation has a mediating role between learning strategies and school climate on student achievement.Proyecto de Innovación Docente "ReiDoCrea". Departamento de Psicología Social. Universidad de Granada

Computer Proofs of Limit Theorems

In this paper we describe some relatively simple changes that have been made to an existing automatic theorem proving program to enable it to prove efficiently a number of the limit theorems of elementary calculus. These changes include subroutines of a general nature which apply to all areas of analysis , and a special "limit-heuristic" design for the limit theorems of calculus