Núm. 29 (2020) enero-junio

In the academic field, motivational and emotional aspects are fundamental for self-regulation of learning and better academic performance. However, research about how students acquire and use the strategies that are included in these processes, and how they transfer them to academic contexts is scare. This study describes how high school students generate and use volitional strategies in face of distractions and difficulties, which have contributed to their academic the students’ learning process. Specifically, strengthening volitional strategies in the classroom to maintain persistence and regulate effort can facilitate self-regulated achievement. The methodological design was stablished as hermeneutical phenomenological. The inquire technique was the semi-structured interview, submitted for revision to four international experts and applied to six students between 17 and 18 years old. Based on our findings, emphasis is placed on the importance of teachers considering motivational and volitional aspects, as well as cognitive ones, in learning in high school students.

Researchers examined principals’ perceptions of their abilities and efforts to prevent dropouts in their diverse high schools. Two concepts, self-efficacy and deficit thinking, were used to frame principals’ beliefs. A large urban school district in the southwest region of the country served as the backdrop. The student population was exceptionally diverse. Three high school principals having diverse backgrounds participated. However, in general, the principals interpreted the problem through the lens of their personal background. A sense of empathy was noted throughout their commentaries. A sense of empathy emerged throughout their commentary. Implications for school leaders are discussed