Study habits and motivation for learning in university students in a condition of socioeconomic vulnerability
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Abstract
University education faces multiple challenges, especially for those students in situations of socioeconomic vulnerability, where study habits and motivation for learning play a crucial role in their academic success. This research, conducted with a sample of 162 university students from the province of El Oro, Ecuador, analyzes how these dimensions are manifested through their mean scores using Kruskal-Wallis non-parametric analysis of variance. Furthermore, the difference between men and women in relation to these habits and motivation is examined using the Mann-Whitney U test. The methodological approach is quantitative, with a descriptive and exploratory scope. The results indicate significant differences in study habits and motivation for learning (Chi2= 143.72 || p-value= 0.000), and reveal that in certain habits, women obtain higher scores (Habit 1: U= 2139 || p-value= 0.005; Habit 3: U= 2353 || p-value= 0.043
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