Motivation and learning strategies in accountingare there differences in English as a medium of instruction (EMI) versus non-EMI students?

  1. M. José Rivero-Menéndez 1
  2. Elena Urquía-Grande 1
  3. Pilar López-Sánchez 2
  4. M. Mar Camacho-Miñano 1
  1. 1 Universidad Complutense de Madrid
    info

    Universidad Complutense de Madrid

    Madrid, España

    ROR 02p0gd045

  2. 2 Universidad Francisco de Vitoria
    info

    Universidad Francisco de Vitoria

    Pozuelo de Alarcón, España

    ROR https://ror.org/03ha64j07

Aldizkaria:
Revista de contabilidad = Spanish accounting review: [RC-SAR]

ISSN: 1138-4891

Argitalpen urtea: 2018

Alea: 21

Zenbakia: 2

Orrialdeak: 128-139

Mota: Artikulua

DOI: 10.1016/J.RCSAR.2017.04.002 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Beste argitalpen batzuk: Revista de contabilidad = Spanish accounting review: [RC-SAR]

Garapen Iraunkorreko Helburuak

Laburpena

El objetivo de este trabajo es doble: en primer lugar, analizar si existen diferencias en la motivación y las estrategias de aprendizaje entre los alumnos que estudian asignaturas de contabilidad en español o en inglés. En segundo lugar, investigar los principales factores que afectan a la motivación total de los estudiantes. El cuestionario Motivación y Estrategias de Aprendizaje (MSLQ) fue aplicado a una muestra de 368 alumnos del grado de Administración y Dirección de Empresas en varias asignaturas de contabilidad que se impartieron en inglés y en español. Se llevaron a cabo análisis estadísticos multivariantes y se encontraron resultados interesantes. El alumnado que estudia un grado en inglés tiene mejores estrategias de aprendizaje y más motivación que sus compañeros que estudian en español. Esto se ve reflejado en su mayor nivel de autoestima, mejor gestión del tiempo de estudio y mayor perseverancia.

Finantzaketari buruzko informazioa

This research was partially supported by the Spanish Ministry of Economy and Competitiveness under the RD project Inte-RLICA (The Internationalisation of Higher Education in Bilingual Degrees) for the period 2014–2016 (Ref. FFI2013-41235-R).

Finantzatzaile

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