| Study programme competencies |
| Code | Study programme competences |
| A3 | Being able to elaborate a scientific report which involves defining a research problem, the hypotheses and variables, and defining the design, the sample and its method of selection, the tools for collecting data and their subsequent analysis and discussion. |
| A12 | To acquire a basic theoretical knowledge about the state of the art in the different areas involved in applied psychology. |
| A13 | Knowing and being able to use the different models, theories, methods and assessment and intervention techniques that are specific of the different areas of research in Applied Psychology, and developing a critical attitude typical of the scientific spirit. |
| A14 | Being able to analyze the bibliographic documentation necessary for a research work. |
| A15 | Being able to critically analyze the scientific literature. |
| A16 | To acquire the knowledge and skills necessary for the exposition and defence of a research paper. |
| A17 | Being able to communicate the results of an investigation. |
| B1 | Capacity for analysis and synthesis. |
| B2 | Capacity for organization and planning. |
| B3 | Teamwork. |
| B6 | Critical thinking. |
| B8 | Autonomous learning. |
| C1 | To express oneself, both orally and in writing, in the official languages of the autonomous region. |
| C6 | To critically assess the knowledge, technology and information available to solve the problems they face. |
| C7 | To assume as professionals and citizens the importance of lifelong learning. |
| C8 | Assessing the importance of research, innovation and technology development in the socio-economic and cultural progress of society. |
| Learning aims | |||
| Learning outcomes | Study programme competences | ||
| Describir e avaliar as variables motivacionais e emocionais que inciden na aprendizaxe | AR12 AR13 |
BR1 |
CC1 |
| Valorar críticamente as aportacións dos principais modelos teóricos no campo da motivación e a emoción | AR12 AR13 AR15 |
BR1 BR3 BR6 BR8 |
CC6 |
| Analizar a investigación motivacional e emocional en contextos educativos | BR1 BR2 BR3 BR6 BR8 |
CC1 CC6 CC8 |
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| Adquirir os coñecementos e destrezas necesarias para definir problemas, deseñar investigacións, analizar os datos e redactar informes científicos no campo da motivación e as emocións en contextos educativos | AR3 AR14 AR15 AR16 AR17 |
BR1 BR2 BR6 |
CC1 CC6 CC7 CC8 |
| Contents |
| Topic | Sub-topic |
| O cognitivo e o afectivo no proceso de aprendizaxe | A dimensión cognitiva da aprendizaxe A dimensión afectiva da aprendizaxe |
| O compoñente motivacional de expectativa | O autoconcepto A autoeficacia |
| O compoñente motivacional de valor | O valor das tarefas As metas académicas |
| O compoñente afectivo da motivación | Atribucións causais Reaccións emocionais |
| A investigación motivacional e emocional | Principais liñas de investigación Análise e valoración de investigacións |
| Planning | ||||
| Methodologies / tests | Competencies | Ordinary class hours | Student’s personal work hours | Total hours |
| Oral presentation | A12 A13 A14 A15 B6 B8 C1 | 6 | 6 | 12 |
| Document analysis | A17 B1 B2 B3 B6 B8 C8 | 8 | 5 | 13 |
| Mixed objective/subjective test | A12 A13 B1 B2 B8 | 2 | 20 | 22 |
| Supervised projects | A3 A16 B3 B6 B8 C6 C7 | 10 | 10 | 20 |
| Personalized attention | 8 | 0 | 8 | |
| (*)The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. | ||||
| Methodologies |
| Methodologies | Description |
| Oral presentation | Análise e comprensión dos principais tópicos da investigación motivacional e emocional en contextos educativos |
| Document analysis | Análise de documentos bibliográficos |
| Mixed objective/subjective test | Preguntas de resposta curta e tipo test |
| Supervised projects | Desenvolvemento de traballos relacionados coa temática da asignatura |
| Personalized attention |
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| Assessment | |||
| Methodologies | Competencies | Description | Qualification |
| Mixed objective/subjective test | A12 A13 B1 B2 B8 | Preguntas de resposta curta e tipo test | 40 |
| Supervised projects | A3 A16 B3 B6 B8 C6 C7 | Exposición e presentación dos traballos | 30 |
| Oral presentation | A12 A13 A14 A15 B6 B8 C1 | Asistencia e participación nas sesións desenvolvidas ao longo do curso | 10 |
| Document analysis | A17 B1 B2 B3 B6 B8 C8 | Resumo dos documentos bibliográficos traballados nas diferentes sesións | 20 |
| Assessment comments | |||
| Sources of information |
| Basic |
González, M.C. e Tourón, J. (1992). Autoconcepto y rendimiento académico. Sus implicaciones en la motivación y en la autorregulación del aprendizaje. Pamplona: EUNSA
Valle, A., Rodríguez, S., Cabanach, R.G., Núñez, J.C., Piñeiro, I., Rosário, P. et al. (2010). Guía de estrategias instruccionales para mejorar la motivación de los estudiantes. Almería: Education & Psychology I+D+i
Valle, A., Núñez, J.C., Rodríguez, S. e González-Pumariega, S. (2002). La motivación académica. En J.A. González-Pienda, R.G. Cabanach, J.C. Núñez e A. Valle (Coords.), Manual de Psicología de la Educación (pp. 117-144). Madrid: Pirámide
González, M.C. (1997). La motivación académica. Sus determinantes y pautas de intervención. Pamplona: EUNSA
Cabanach, R.G., Valle, A., Rodríguez, S., Piñeiro, I. e García, M. (2007). Los recursos motivacionales. Programa para mejorar su gestión. Madrid: CEPE
González, A. (2005). Motivación académica. Madrid: Pirámide
Pintrich, P.R. e Schunk, D.H. (2006). Motivación en contextos educativos. Teoría, investigaciones y aplicaciones. Madrid: Pearson-Prentice Hall
Valle, A., Rodríguez, S. e Regueiro, B. (2015). Motivación y aprendizaje escolar. Aprendiendo a gestionar la motivación y las emociones. Madrid: CCS
Alonso-Tapia, J. (2005). Motivar en la escuela, motivar en la familia. Madrid: Morata.. Madrid: Morata
Rodríguez, S., Valle, A., Cabanach, R.G. e Núñez, J.C. (2010). Motivar enseñando. La integración de estrategias motivadoras en el curriculo escolar. Madrid: CCS |
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| Complementary | |
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| Recommendations | |
| Subjects that it is recommended to have taken before |
| Subjects that are recommended to be taken simultaneously |
| Subjects that continue the syllabus |
| Other comments | |