Psychopedagogy and ICT: strategies to improve study habits in students with low motivation
DOI:
https://doi.org/10.71112/6dztsr31Keywords:
psychoeducation, study habits, academic motivation, educational intervention, ICTsAbstract
This study aimed to analyze the impact of a psychoeducational intervention mediated by Information and Communication Technologies (ICTs) on the study habits and academic motivation of students at a public school in Ecuador. A quasi-experimental design with pre- and post-tests was used, forming an experimental group and a control group. The intervention included self-regulation strategies, time management, use of educational platforms, and digital activities aimed at strengthening motivation. Descriptive and inferential results show significant improvements in the experimental group compared to the control group, demonstrating increases in study organization, participation, and academic commitment. Furthermore, the integration of psychoeducational support with technological tools allowed for addressing individual needs and fostering more active participation. The study concludes that ICTs, when used with a clear pedagogical orientation, constitute an effective resource for promoting solid study habits and increasing motivation in students with low levels of academic performance.
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Copyright (c) 2025 Maira Elizabeth Moreno Saavedra , Maura Mirey Lalangui Pogo, Berónica Anabel Barrera Cuenca, Lorgia Iralda Correa Correa, Madeleine Melissa Delgado Espinoza (Autor/a)
This work is licensed under a Creative Commons Attribution 4.0 International License.
