Prácticas de crianza materna, motivación, compromiso conductual y perfeccionismo en alumnos de secundaria
Date
2020-10-09
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Pontificia Universidad Católica del Perú
Abstract
Utilizando la Teoría de la Autodeterminación como marco de referencia, la presente
investigación tiene como propósito analizar la relación entre la aceptación condicional
positiva (ACP) y negativa (ACN) materna, el apoyo a la autonomía materna, la motivación,
el compromiso académico y el perfeccionismo en 484 estudiantes de secundaria de dos
colegios privados del Callao. Los participantes fueron 269 mujeres y 209 hombres y la edad
promedio fue de 13.97 (DE =1.59). Los instrumentos empleados obtuvieron buenas
evidencias de validez y confiabilidad en la muestra estudiada. En esta investigación se trabajó
también la traducción y adaptación lingüística de la Escala de percepciones de la aceptación
condicional parental en el dominio académico (Roth et al., 2009) como parte de sus objetivos
de estudio.
A través del análisis de senderos, el modelo mostró un índice de ajuste adecuado [X² (8) =
17.77, p = .08, RMSEA = .05, CFI = .99, SRMR = .02]. Así, la percepción de apoyo a la
autonomía se asoció al compromiso académico y perfeccionismo adaptativo, siendo esta
relación mediada por la motivación autónoma. Además, la percepción de ACP se asoció a la
falta de compromiso y perfeccionismo maladaptativo, teniendo como variable mediadora a
la motivación controlada. Además, se encontró que la ACP se asocia con el perfeccionismo
adaptativo y el compromiso conductual, a través de la mediación de la motivación autónoma.
En cuanto la ACN esta no se relacionó con la motivación controlada, pero sí se asoció de
forma directa con el perfeccionismo maladaptativo y la falta de compromiso académico.
Asimismo, los resultados mostraron que la percepción de apoyo a la autonomía no se
relacionó con la motivación controlada de forma inversa, y que las prácticas de control no se
relacionaron de forma negativa con la motivación autónoma.
De esta manera, se discuten los alcances y limitaciones de dichos hallazgos a la luz de la
teoría del “bright” y “dark” side de la motivación. Para futuras investigaciones se recomienda
comparar las prácticas de crianza de madres y padres. Finalmente, este estudio es pertinente
en la medida que destaca el rol de los padres en el área académica, a pesar de que no poseen
una presencia directa en las aulas de clase.
Palabras clave: prácticas de control parental, apoyo a la autonomía, perfeccionismo,
motivación, compromiso académico.
The purpose of this research is to analyze the relationship between maternal positive (ACP) and negative (ACN) conditional regard, parental autonomy support, motivation, academic engagement and perfectionism in 484 high school students from schools in Callao. Adequate values of the psychometric properties of the instruments used were also shown. This study validated the scale of parental conditional regard since it was one of its objectives. Through path analysis, the model showed a suitable fit index [X² (8) = 17.77, p = .08, RMSEA = .05, CFI = .99, SRMR = .02]. Thus, the perception of parental autonomy support was associated with academic engagement and adaptive perfectionism, this relationship was mediated by motivation. In addition, the perception of ACP was associated with lack of engagement and maladaptive perfectionism, with controlled motivation as the mediating variable. In addition, it was found that ACP is associated with adaptive perfectionism and academic engagement, through the mediation of autonomous motivation. The ACN was not related to controlled motivation but was directly associated with maladaptive perfectionism and lack of academic engagement. Likewise, the results showed that the perception of parental autonomy support was not negatively related to controlled motivation, and that control practices were not negatively related to autonomous motivation. Thus, the scope and limitations of these findings are discussed in the light of the theory of the "bright" and "dark" side of motivation. For future research, it is recommended to compare the parenting practices of mothers and fathers. Finally, this study is relevant to the extent that it highlights the role of parents in the academic field, even though they do not have a direct presence in classrooms. Key words: parental control practices, autonomy support, perfectionism, motivation, academic engagement.
The purpose of this research is to analyze the relationship between maternal positive (ACP) and negative (ACN) conditional regard, parental autonomy support, motivation, academic engagement and perfectionism in 484 high school students from schools in Callao. Adequate values of the psychometric properties of the instruments used were also shown. This study validated the scale of parental conditional regard since it was one of its objectives. Through path analysis, the model showed a suitable fit index [X² (8) = 17.77, p = .08, RMSEA = .05, CFI = .99, SRMR = .02]. Thus, the perception of parental autonomy support was associated with academic engagement and adaptive perfectionism, this relationship was mediated by motivation. In addition, the perception of ACP was associated with lack of engagement and maladaptive perfectionism, with controlled motivation as the mediating variable. In addition, it was found that ACP is associated with adaptive perfectionism and academic engagement, through the mediation of autonomous motivation. The ACN was not related to controlled motivation but was directly associated with maladaptive perfectionism and lack of academic engagement. Likewise, the results showed that the perception of parental autonomy support was not negatively related to controlled motivation, and that control practices were not negatively related to autonomous motivation. Thus, the scope and limitations of these findings are discussed in the light of the theory of the "bright" and "dark" side of motivation. For future research, it is recommended to compare the parenting practices of mothers and fathers. Finally, this study is relevant to the extent that it highlights the role of parents in the academic field, even though they do not have a direct presence in classrooms. Key words: parental control practices, autonomy support, perfectionism, motivation, academic engagement.
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Motivación (Educación), Crianza de los hijos, Rendimiento académico--Aspectos psicológicos
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