Diferencias en el clima motivacional en el aula: causas, efectos e implicaciones para la formación docente. Un es-tudio multinivel


DOI: https://doi.org/10.6018/analesps.337911
Palabras clave: Clima motivacional en el aula, Conocimiento motivacional de los docentes, Metas de los docentes sobre los estudiantes, Expectativas de los docentes, Orientación motivacional de los estudiantes


Research on classroom motivational climate (CMC) has shown significant differences between classrooms in CMC. However, it is not known whether teachers’ motivational knowledge, and goals and expectancies related to their students contribute to such differences, and consequently, on the effects of CMC on students. For answering this question, a multilevel model of the relationships among a) teachers’ knowledge and motivational characteristics, b) students’ goals and expectancies (SGE), c) perceived CMC, and d) students’ attribution of perceived motivational improvement to teachers (APMIT) was tested using structural equation methods. A total of 2.223 Secondary and High-School students and their 95 teachers participated in the study. Results showed that teachers’ motivational quality (TMQ) has a significant indirect effect on differences between classrooms in CMC, and on the students’ attribution of perceived improvement in motivational variables to teachers, but also that teachers’ characteristics differ in their contribution to TMQ, and so, to CMC.


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Biografía del autor/a

Jesús Alonso-Tapia, Faculty of PsychologyUniversity Autónoma de Madrid

Catedrático de Personalidad, Evaluación y tratamiento psicológicos

Departamento de Psicología Biológica y de la Salud

facultad de psicología

Universidad Autónoma

Miguel Ángel Ruiz, Universidad Autónoma de Madrid

Facultad de Psicología

Profesor Titular (Senior Professor)

Juan Antonio Huertas, Universidad Autónoma de Madrid

Facultd de PSicología

Profesor Titular (Senior Professor)


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Cómo citar
Alonso-Tapia, J., Ruiz, M. Ángel, & Huertas, J. A. (2020). Diferencias en el clima motivacional en el aula: causas, efectos e implicaciones para la formación docente. Un es-tudio multinivel. Anales de Psicología / Annals of Psychology, 36(1), 122–133. https://doi.org/10.6018/analesps.337911
Psicología evolutiva y de la educación