Compromiso conductual y desafección con las actividades escolares: explorando un modelo de facilitadores motivacionales y resultados de rendimiento.
Resumen
Investigaciones previas han mostrado que el control percibido, el valor de la tarea, el compromiso conductual y la desafección son determinantes personales del rendimiento académico. Sin embargo, pocas investigaciones han examinado simultáneamente estos constructos en educación secundaria. El presente estudio analizó las relaciones estructurales entre estas variables y el papel del compromiso y la desafección como mediadores de los efectos del control y el valor sobre el rendimiento. Los participantes fueron 446 estudiantes (51.3% chicas) con edades comprendidas entre 12 y 16 años que asistían a seis colegios de educación secundaria obligatoria (de 7º a 10º cursos; de 1º a 4º de ESO). Las variables se evaluaron a lo largo de nueve meses. Los resultados de los modelos de ecuaciones estructurales confirmaron las hipótesis: el control y el valor predijeron significativamente el compromiso, la desafección y el rendimiento; el compromiso y la desafección predijeron el rendimiento y mediaron parcialmente los efectos del control y el valor sobre el rendimiento. Se concluye discutiendo las implicaciones para la teoría y la práctica psicoeducativa.Descargas
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