Motivation in the self-regulatory process in the development of creative writing

Abstract

This article arises from a larger investigation to opt for the degree of Bachelor of Teaching, whose general objective is to analyze the process of self-regulation in the development of reading writing skills, through interviews with teachers, to enhance creative writing in students of III cycle of Basic General Education and the specific objective is to identify the aspects that motivate students to self-regulate their literacy skills from teaching work. The methodology corresponds to the qualitative approach, semi-structured interviews were applied to teachers of Spanish and Literary Creation. Among the results, it is observed that intrinsic motivation is a relevant factor in the teaching-learning process and the development of self-regulation. As the main conclusion, it is inferred that self-concept and self-perception are key in the training of students, but extrinsic motivation is required to promote the development of self-regulation and enhance creative writing.