Diferencias en el clima motivacional en el aula: causas, efectos e implicaciones para la formación docente. Un es-tudio multinivel
Resumen
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.
Descargas
Citas
Alonso-Tapia, J. (2005). Motives, expectancies and value-interests related to learning: The MEVA questionnaire. Psicothema, 17(3), 404-411.
Alonso-Tapia, J., & Fernández, B. (2008). Development and initial validation of the classroom motivational climate questionnaire (CMCQ). Psicothema, 20(4), 883-889.
Alonso-Tapia, J., & Pardo, A. (2006). Assessment of learning environment motivational quality from the point of view of secondary and high school learners. Learning and Instruction, 16, 1-15. http://dx.doi.org/10.1016/j.learninstruc.2006.07.002
Author (2017).
Author et al. (2013).
Author et al. (2014).
Ames, C. (1992). Achievement goals and the classroom motivational climate. In D.H. Schunk & J.L. Meece (Eds.), Students perceptions in the classroom (pp. 327-348). New York: Erlbaum.
Ames, C. & Ames, R. (1984). Systems of student and teacher motivation: toward a qualitative definition. Journal of Educational Psychology, 76, 335-556.
Asparouhov, T & Nguyen, T (2013). M-Plus 7.11. https://www.statmodel.com
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman and Company.
Brophy, J. (1983). Research on self-fulfilling prophecy and teacher expectations. Journal of Educational Psychology, 76, 236-247. http://dx.doi.org/10.1037/0022-0663.75.5.631
Butler, R. (2012). Striving to connect: extending an achievement goal approach to teacher motivation to include relational goals for teaching. Journal of Educational Psychology. 104(3), 726-742. https://doi.org/10.1037/a0028613
Cooper, H. (1983). Communication of teacher expectations to students. In J. Levine & M. Wang. (Eds.), Teachers' and students' perception: Implications for learning. (pp. 193-312). Hillsdale, NJ: Erlbaum.
Elliot, A.J. (2005). A conceptual history of achievement goal construct. In A.J. Elliot & C. Dweck (Eds.), Handbook of competence and motivation. (pp. 52-72). New York: Guilford.
Fernández, B. (2009). Desarrollo y validación de un cuestionario de clima motivacional de clase. [Development and validation of a classroom motivational climate questionnaire]. Unpublished Doctoral dissertation. Universidad Autónoma, Madrid.
Hair, J. F., Black, W. C., Babin, B. J. & Anderson, R. E. (2010). Multivariate data analysis. Upper Saddle River, NJ: Pearson-Prentice Hall.
Harbour, K.E., Evanovich, L.L., Sweigart, C.A., & Hughes, L.E. (2015). A Brief Review of Effective Teaching Practices That Maximize Student Engagement. Preventing School Failure, 59(1), 5-13. http://dx.doi.org/10.1080/1045988X.2014.919136
Haselhuhn, C.W., Al-Mabuk, R. & Gabriele, A. (2007). Promoting positive achievement in the Middle School: A look at teachers’ motivational knowledge, beliefs and teaching practices. Research in Middle Level Education, 30(9), 1-20.
Lazowski, R.A., & Hulleman, C.S. (2016). Motivation Interventions in Education: A Meta-Analytic Review. Review of Educational Research, 86(2), 602–640. http://dx.doi.org/10.3102/0034654315617832
Marsh, H.W. & Seaton, M. (2015). The big-fish-little-pond effect, competence, self-perceptions and relativity: substantive advances and methodological innovation. In Elliot, A.J. (Ed.), Advances in motivational science, II. (pp. 127-184). New York: Elsevier.
McDonald, R. P. (1999). Test theory. A unified treatment. Mahwah, NJ: Lawrence Erlbaum.
Meece, J.L., Anderman, E.M. & Anderman, L.H. (2006). Classroom goal structure, student motivation, and academic achievement. Annual Review of Psychology, 57, 487-503.
http://dx.doi.org/10.1146/annurev.psych.56.091103.070258
Midgley, C. (2002). Goals, Goal Structures, and Patterns of Adaptive Learning. Hillsdale, NJ: Erlbaum.
Midgley, C., Maher, M.L., Hruda, L.Z., Anderman, E., Anderman, L., Freeman, K.E.… & Urdan, T., (2000). Manual for the patterns of Adaptive Learning Scales. Michigan: University of Michigan.
Rotter, J.B. (1966). Generalized expectancies for internal versus external control of reinforcement. Psychological Monographs: General and Applied, 80(1), 1-28.
Villasana, M., y Alonso-Tapia, J. (2015). Cross-Cultural Validity of the “Classroom Motivational Climate Questionnaire”: Comparison between French and Spanish Students. Journal of Psychodidactics, 20(2), 227-246. http://dx.doi.org/10.1387/RevPsicodidact.13034
Wentzel, K.R. (1995). Teachers who care: Implications for student motivation and classroom behavior. Washington, DC: Office for Educational Research Improvement.
Zhou, J. & Urhahne, D. (2013). Teacher judgment, student motivation and the mediating effect of attributions. European Journal of Psychology of Education, 28, 275-295. http://dx.doi.org/10.1007/s10212-012-0114-9
Las obras que se publican en esta revista están sujetas a los siguientes términos:
1. El Servicio de Publicaciones de la Universidad de Murcia (la editorial) conserva los derechos patrimoniales (copyright) de las obras publicadas, y favorece y permite la reutilización de las mismas bajo la licencia de uso indicada en el punto 2.
© Servicio de Publicaciones, Universidad de Murcia, 2022
2. Las obras se publican en la edición electrónica de la revista bajo una licencia Creative Commons Reconocimiento-CompartirIgual 4.0 Internacional (texto legal). Se pueden copiar, usar, difundir, transmitir y exponer públicamente, siempre que: i) se cite la autoría y la fuente original de su publicación (revista, editorial y URL de la obra); ii) no se usen para fines comerciales; iii) se mencione la existencia y especificaciones de esta licencia de uso.
3. Condiciones de auto-archivo. Se permite y se anima a los autores a difundir electrónicamente las versiones pre-print (versión antes de ser evaluada y enviada a la revista) y/o post-print (versión evaluada y aceptada para su publicación) de sus obras antes de su publicación, ya que favorece su circulación y difusión más temprana y con ello un posible aumento en su citación y alcance entre la comunidad académica. Color RoMEO: verde.
