Motivación para aprender: un estudio internacional multinivel sobre la autonomía de los estudiantes y el énfasis de los docentes en la utilidad del contenido

Autores/as

DOI: https://doi.org/10.6018/analesps.571161
Palabras clave: Teoría de la autodeterminación, Motivación intrínseca para aprender, Educación superior, Estudiantes, Calidad de la enseñanza

Resumen

En la educación superior, pocos estudios relacionan factores contextuales en la clase, como el énfasis del profesor en la utilidad del contenido y las características motivacionales de los estudiantes.  El objetivo fue probar un modelo multinivel sobre la relación entre el énfasis del docente en la utilidad del contenido durante la clase, la autonomía de los estudiantes y, a su vez, la motivación para aprender. Participaron 3033 estudiantes universitarios matriculados de 1º a 4º grado de Ciencias de la Actividad Física y del Deporte, de universidades de España (N = 602), Portugal (N = 469), México (N = 1177), Chile (N = 372), y Brasil (N = 413). Se realizó un modelo de ecuaciones estructurales multinivel, en el que los participantes respondieron preguntas sobre el énfasis del profesor en la utilidad del contenido de la clase, la autonomía y la motivación para aprender. Se hipotetizó que el énfasis del profesor en la utilidad del contenido predecía la autonomía del estudiante que, por su vez, predecía la motivación para aprender. Los resultados, a nivel grupal e individual, indican que el énfasis del docente en la utilidad del contenido predijo la autonomía del estudiante, y la autonomía predijo la motivación para aprender.

Descargas

Los datos de descargas todavía no están disponibles.

Citas

Alonso, J. L. N., Lucas, J. M.-A., & Izquierdo, J. G. N. (2005). Validación de la versión española de la Échelle de Motivation en Éducation. [Validity of the Spanish version of the Échelle de Motivation en Éducation.]. Psicothema, 17, 344–349.

Bonneville-Roussy, A., Lavigne, G. L., & Vallerand, R. J. (2011). When passion leads to excellence: The case of musicians. Psychology of Music, 39, 123–138. https://doi.org/10.1177/0305735609352441

Cheon, S. H., & Reeve, J. (2015). A classroom-based intervention to help teachers decrease students’ amotivation. Contemporary Educational Psychology, 40, 99–111. https://doi.org/10.1016/j.cedpsych.2014.06.004

Cheon, S. H., Reeve, J., & Song, Y.-G. (2016). A Teacher-Focused Intervention to Decrease PE Students’ Amotivation by Increasing Need Satisfaction and Decreasing Need Frustration. Journal of Sport & Exercise Psychology, 38(3), 217–235. https://doi.org/10.1123/jsep.2015-0236

de la Fuente, J., Amate, J., González-Torres, M. C., Artuch, R., García-Torrecillas, J. M., & Fadda, S. (2020). Effects of Levels of Self-Regulation and Regulatory Teaching on Strategies for Coping With Academic Stress in Undergraduate Students. Frontiers in Psychology, 11. https://www.frontiersin.org/articles/ 10.3389/fpsyg.2020.00022

de la Fuente, J., Martínez-Vicente, J. M., Pachón-Basallo, M., Peralta-Sánchez, F. J., Vera-Martínez, M. M., & Andrés-Romero, M. P. (2022). Differential Predictive Effect of Self-Regulation Behavior and the Combination of Self- vs. External Regulation Behavior on Executive Dysfunctions and Emotion Regulation Difficulties, in University Students. Frontiers in Psychology, 13. https://www.frontiersin.org/articles/10.3389/fpsyg.2022.876292

de la Fuente, J., Pachón-Basallo, M., Martínez-Vicente, J. M., Peralta-Sánchez, F. J., Garzón-Umerenkova, A., & Sander, P. (2022). Self- vs. External-Regulation Behavior ScaleTM in different psychological contexts: A validation study. Frontiers in Psychology, 13, 922633. https://doi.org/10.3389/fpsyg.2022.922633

de la Fuente, J., Sander, P., Martínez-Vicente, J. M., Vera, M., Garzón, A., & Fadda, S. (2017). Combined Effect of Levels in Personal Self-Regulation and Regulatory Teaching on Meta-Cognitive, on Meta-Motivational, and on Academic Achievement Variables in Undergraduate Students. Frontiers in Psychology, 8, 232. https://doi.org/10.3389/fpsyg.2017.00232

Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11, 227–268. https://doi.org/10.1207/S15327965PLI1104_01

Froment, F., Gutiérrez, M. D. B., & Flores, J. G. (2023). Efecto del apoyo a la autonomía sobre la satisfacción académica: la motivación y el compromiso académico como variables mediadoras. Revista de Investigación Educativa, 41(2), 479-499.

Guay, F. (2022). Applying Self-Determination Theory to Education: Regulations Types, Psychological Needs, and Autonomy Supporting Behaviors. Canadian Journal of School Psychology, 37(1), 75–92. https://doi.org/10.1177/08295735211055355

Guo, W. (2020). Grade-Level Differences in Teacher Feedback and Students’ Self-Regulated Learning. Frontiers in Psychology, 11. https://www.frontiersin.org/articles/10.3389/fpsyg.2020.00783

Hayes, A. F. (2018). Introduction to mediation, moderation, and conditional process analysis (2o ed). Guilford Press.

Howard, J. L., Bureau, J., Guay, F., Chong, J. X. Y., & Ryan, R. M. (2021). Student Motivation and Associated Outcomes: A Meta-Analysis From Self-Determination Theory. Perspectives on Psychological Science, 16(6), 1300–1323. https://doi.org/10.1177/1745691620966789

Jang, H., Reeve, J., & Deci, E. L. (2010). Engaging students in learning activities: It is not autonomy support or structure but autonomy support and structure. Journal of Educational Psychology, 102, 588–600. https://doi.org/10.1037/a0019682

Jang, H., Reeve, J., & Halusic, M. (2016). A new autonomy-supportive way of teaching that increases conceptual learning: Teaching in students’ preferred ways. Journal of Experimental Education, 84, 686–701. https://doi.org/10.1080/00220973.2015.1083522

León, J., Domínguez, E., Núñez, J. L., Pérez, A., & Martín-Albo, J. (2011). Traducción y validación de la versión española de la Échelle de Satisfacción des Besoins Psychologiques en el contexto educativo. An. psicol, 405–411.

Leon, J., Medina-Garrido, E., & Núñez, J. L. (2017). Teaching Quality in Math Class: The Development of a Scale and the Analysis of Its Relationship with Engagement and Achievement. Frontiers in Psychology, 8. https://www.frontiersin.org/articles/ 10.3389/fpsyg.2017.00895

Leroy, N., & Bressoux, P. (2016). Does amotivation matter more than motivation in predicting mathematics learning gains? A longitudinal study of sixth-grade students in France. Contemporary Educational Psychology, 44-45, 41-53. https://doi.org/10.1016/j.cedpsych.2016.02.001

Marsh, H. W., Lüdtke, O., Nagengast, B., Trautwein, U., Morin, A. J. S., Abduljabbar, A. S., & Köller, O. (2012). Classroom Climate and Contextual Effects: Conceptual and Methodological Issues in the Evaluation of Group-Level Effects. Educational Psychologist, 47(2), 106-124. https://doi.org/10.1080/00461520. 2012.670488

Morin, A. J. S., Marsh, H. W., Nagengast, B., & Scalas, L. F. (2014). Double latent multilevel analyses of classroom climate: An illustration. The Journal of Experimental Education, 82(2), 143–167. https://doi.org/10.1080/00220973.2013.769412

Morrison, L. C., Lawrence Manion, Keith. (2011). Research Methods in Education (7o ed). Routledge. https://doi.org/10.4324/9780203720967

Muñiz, J., Elosua, P., & Hambleton, R. K. (2013). Directrices para la traducción y adaptación de los tests: Segunda edición. Psicothema, 25.2, 151-157. https://doi.org/10.7334/psicothema2013.24

Muthén, L. K., & Muthén, B. O. (2019). Mplus user’s guide (8o ed). Muthén & Muthén.

Niemiec, C. P., Ryan, R. M., & Deci, E. L. (2010). Self-determination theory and the relation of autonomy to self-regulatory processes and personality development. Em Handbook of personality and self-regulation (p. 169–191). Wiley-Blackwell. https://doi.org/10.1002/9781444318111.ch8

Núñez, J. L., & León, J. (2015). Autonomy support in the classroom: A review from self-determination theory. European Psychologist, 20, 275–283. https://doi.org/10.1027/1016-9040/a000234

Núñez, J. L., & León, J. (2016). The Mediating Effect of Intrinsic Motivation to Learn on the Relationship between Student´s Autonomy Support and Vitality and Deep Learning. The Spanish Journal of Psychology, 19, E42. https://doi.org/10.1017/sjp.2016.43

Patall, E. A., Steingut, R. R., Vasquez, A. C., Trimble, S. S., Pituch, K. A., & Freeman, J. L. (2018). Daily autonomy supporting or thwarting and students’ motivation and engagement in the high school science classroom. Journal of Educational Psychology, 110, 269–288. https://doi.org/10.1037/edu0000214

Pendergast, L. L., von der Embse, N., Kilgus, S. P., & Eklund, K. R. (2017). Measurement equivalence: A non-technical primer on categorical multi-group confirmatory factor analysis in school psychology. Journal of School Psychology, 60, 65–82. https://doi.org/10.1016/j.jsp.2016.11.002

Reeve, J., Ryan, R., Deci, E. L., & Jang, H. (2008). Understanding and promoting autonomous self-regulation: A self-determination theory perspective. Em Motivation and self-regulated learning: Theory, research, and applications (p. 223–244). Lawrence Erlbaum Associates Publishers.

Roth, G., Assor, A., Kanat-Maymon, Y., & Kaplan, H. (2007). Autonomous motivation for teaching: How self-determined teaching may lead to self-determined learning. Journal of Educational Psychology, 99, 761–774. https://doi.org/10.1037/0022-0663.99.4.761

Ruiz-Alfonso, Z., & León, J. (2017). Passion for math: Relationships between teachers’ emphasis on class contents usefulness, motivation and grades. Contemporary Educational Psychology, 51, 284–292. https://doi.org/10.1016/j.cedpsych.2017.08.010

Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness (p. xii, 756). The Guilford Press. https://doi.org/10.1521/978.14625/28806

Sparks, C., Dimmock, J., Whipp, P., Lonsdale, C., & Jackson, B. (2015). “Getting connected”: High school physical education teacher behaviors that facilitate students’ relatedness support perceptions. Sport, Exercise, and Performance Psychology, 4, 219–236. https://doi.org/10.1037/spy0000039

Stoeber, J., Childs, J. H., Hayward, J. A., & Feast, A. R. (2011). Passion and motivation for studying: Predicting academic engagement and burnout in university students. Educational Psychology, 31(4), 513–528. https://doi.org/10.1080/01443410.2011.570251

Taylor, G., Jungert, T., Mageau, G. A., Schattke, K., Dedic, H., Rosenfield, S., & Koestner, R. (2014). A self-determination theory approach to predicting school achievement over time: The unique role of intrinsic motivation. Contemporary Educational Psychology, 39, 342–358. https://doi.org/10.1016/j.cedpsych.2014.08.002

Vallerand, R. J., Blais, M. R., Brière, N. M., & Pelletier, L. G. (1989). Construction et validation de l’échelle de motivation en éducation (EME). [Construction and validation of the Motivation toward Education Scale.]. Canadian Journal of Behavioural Science / Revue canadienne des sciences du comportement, 21, 323–349. https://doi.org/10.1037/h0079855

Van den Berghe, L., Cardon, G., Tallir, I., Kirk, D., & Haerens, L. (2016). Dynamics of need-supportive and need-thwarting teaching behavior: The bidirectional relationship with student engagement and disengagement in the beginning of a lesson. Physical Education and Sport Pedagogy, 21, 653–670. https://doi.org/10.1080/17408989.2015.1115008

Vansteenkiste, M., Ryan, R. M., & Soenens, B. (2020). Basic psychological need theory: Advancements, critical themes, and future directions. Motivation and Emotion, 44, 1–31. https://doi.org/10.1007/s11031-019-09818-1

Vansteenkiste, M., Simons, J., Lens, W., Sheldon, K. M., & Deci, E. L. (2004). Motivating Learning, Performance, and Persistence: The Synergistic Effects of Intrinsic Goal Contents and Autonomy-Supportive Contexts. Journal of Personality and Social Psychology, 87, 246–260. https://doi.org/10.1037/0022-3514.87.2.246

Vermote, B., Aelterman, N., Beyers, W., Aper, L., Buysschaert, F., & Vansteenkiste, M. (2020). The role of teachers’ motivation and mindsets in predicting a (de)motivating teaching style in higher education: A circumplex approach. Motivation and Emotion, 44(2), 270–294. https://doi.org/10.1007/s11031-020-09827-5

Yang, Y.-T. C. (2012). Cultivating critical thinkers: Exploring transfer of learning from pre-service teacher training to classroom practice. Teaching and Teacher Education, 28(8), 1116–1130. https://doi.org/10.1016/j.tate.2012.06.007

Yoon, S., Kim, S., & Kang, M. (2020). Predictive power of grit, professor support for autonomy and learning engagement on perceived achievement within the context of a flipped classroom. Active Learning in Higher Education, 21, 233–247. https://doi.org/10.1177/1469787418762463

Zimmerman, B. J., Schunk, D. H., & DiBenedetto, M. K. (2017). The role of self-efficacy and related beliefs in self-regulation of learning and performance. Em Handbook of competence and motivation: Theory and application, 2nd ed (p. 313–333). The Guilford Press.

Publicado
03-04-2024
Cómo citar
Moreno-Murcia, J. A., Huéscar Hernández , E., León, J., Fin, G., Nodari Júnior, R. J., Valero-Valenzuela , A., … Teixeira, D. (2024). Motivación para aprender: un estudio internacional multinivel sobre la autonomía de los estudiantes y el énfasis de los docentes en la utilidad del contenido. Anales de Psicología / Annals of Psychology, 40(2), 265–271. https://doi.org/10.6018/analesps.571161
Número
Sección
Psicología evolutiva y de la educación