. The module considered for this study was Introduction
to Calculus, which corresponds to the very first course in
Mathematics these students undertake at university. Our find-
ings indicated that students reported high motivational strate-
gies, particularly regarding their value of the task and their
control of learning beliefs. These were ranked as “high” level.
As for the cognitive learning strategies, they were also high but
slightly lower than the motivational dimensions of the learning
experience. Hence, they were ranked in an upper-middle range,
excelling in meta-cognitive self-regulation and regulation of
their effort. Moreover, motivational and cognitive strategies
were interrelated components affecting the learning outcomes,
as perceived by the students included in this study. These resu lts
contribute to a better understanding of the learning process of
Civil Engineer students in an early curricular stage, thereby
providing relevant information that could be applied in other
teaching and learning practices in higher education.
Acknowledgements
We acknowledge the support of the School of Engineering at
the Pontificia Universidad Catolica de Chile. We are particu-
larly grateful to the lecturers of the Introduction to Calculus
module, for their commitment to this study. We also thank Dr.
Luis Villarroel del Pino, for his valuable contribution to the
data analysis, and Dr. Christo Albor for his valuable review to
Copyright © 2012 SciRes.
816
M. J. ANAIS ET AL.
Copyright © 2012 SciRes. 817
this manuscript.
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