Revisión de la Escala de Motivación Educativa. Inclusión de la Regulación Integrada para Medir la Motivación en la Formación Inicial del Profesorado

Autores/as

  • Rafael Burgueño Universidad de Almería
  • Álvaro Sicilia Universidad de Almería
  • Jesús Medina-Casaubon Universidad de Granada
  • Manuel Alcaraz-Ibañez Universidad de Almería
  • María-Jesús Lirola Universidad de Almería
DOI: https://doi.org/10.6018/analesps.33.3.249601
Palabras clave: motivación, propiedades psicométricas, teoría de la autodeterminación, formación inicial del profesorado

Resumen

El objetivo de este estudio fue incorporar la medida de la regulación integrada a la Escala de Motivación Educativa. Participaron en el estudio 496 estudiantes (234 hombres, 263 mujeres; Medad = 25,70; DT = 4.23) del Máster en Educación Secundaria y Bachillerato, Formación Profesional y Escuela de Idiomas. El análisis factorial confirmatorio mostró índices de ajuste aceptables para el modelo de ocho factores correlacionados (χ2/gl = 3.11; CFI = .90; IFI= .91; RMSEA = .060; SRMR = .065) permaneciendo dicha estructura invariante en función del género. Tanto la consistencia interna como la estabilidad temporal del instrumento fueron satisfactorias. El análisis de validez de criterio mostró que la regulación integrada fue la variable que mejor predijo la intención de ser profesor. Este instrumento podría contribuir a una mayor comprensión de los procesos motivacionales involucrados en el ámbito de la formación inicial del profesorado.

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Publicado
21-07-2017
Cómo citar
Burgueño, R., Sicilia, Álvaro, Medina-Casaubon, J., Alcaraz-Ibañez, M., & Lirola, M.-J. (2017). Revisión de la Escala de Motivación Educativa. Inclusión de la Regulación Integrada para Medir la Motivación en la Formación Inicial del Profesorado. Anales de Psicología / Annals of Psychology, 33(3), 670–679. https://doi.org/10.6018/analesps.33.3.249601
Número
Sección
Psicología evolutiva y de la educación