Guidance in the teaching-learning process of Vocational Training students in Mexico

Abstract

Introduction: The problems detected in Vocational Training, the abandonment of studies, the lack of skills for lifelong training, and the initiative for self-guidance, have led to the formulation of the general objective, to analyze the self-perception of the students in relation to with guidance on curricular and work training and the necessary skills for the development of training and professional itineraries. Methodology: Mixed methodological design, implementing a structured questionnaire to guide self-orientation, in a non-probabilistic sample of 60 students (n=60), from the Autonomous University of Hidalgo (Mexico). Results: 94% of the students perceive intrinsic motivation to face the difficulty of the teaching-learning process, with the Pearson correlation coefficient being r=.425 between the necessary efforts and the expected academic results. Discussions: Self-motivation to assume the necessary responsibility in dealing with procrastination, it being a mistake to focus on motivation as a factor that must come from external agents. Conclusions: The main finding of this research is related to the students' prospecting effort, through empathetic listening and social interaction, to strengthen the attitude of planning in the long-term learning process.