Aspiraciones, motivación, rendimiento académico y bienestar psicológico en estudiantes de psicología
Date
2020-01-28
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Pontificia Universidad Católica del Perú
Abstract
El objetivo del presente estudio fue identificar las relaciones entre el tipo de aspiraciones
en el contexto académico (intrínseca y extrínseca), el tipo de motivación (autónoma y
controlada), el rendimiento académico y el bienestar psicológico en estudiantes de
psicología de Lima. Además, se buscó identificar si las aspiraciones y la motivación eran
variables predictoras del rendimiento académico y del bienestar psicológico. Para ello, se
utilizó el Índice de aspiraciones (Duriez, et al., 2007), la Escala de Motivación Académica
(Vallerand et al., 1993 adaptada por Matos, 2010), la escala de satisfacción con la vida
(SWLS, Diener, et al., 1985) y el CES-D (Radloff, 1977). Participaron 101 alumnos del
último año de psicología de una universidad privada de Lima. Se realizaron análisis de
validez y confiabilidad de las pruebas, análisis de correlaciones y de regresión múltiple.
Los resultados muestran que la motivación autónoma es un predictor positivo del
rendimiento académico y de la satisfacción con la vida. Además, la motivación controlada
es un predictor negativo de la satisfacción con la vida y un predictor positivo para
síntomas depresivos. Se encontró una relación positiva y significativa entre la motivación
autónoma con las aspiraciones intrínsecas, satisfacción con la vida y rendimiento
académico. Además, existe una relación positiva y significativa entre la motivación
controlada con las aspiraciones extrínsecas y con síntomas depresivos. Asimismo, se
encontró una relación negativa entre síntomas depresivos y satisfacción con la vida.
The objective of the study was to identify the relationships between the type of aspirations in the academic context (intrinsic or extrinsic), the type of motivation (autonomous or controlled), academic achievement and psychological well-being in psychology students from Lima. In addition, the study aimed to identify whether aspirations and motivation could predict academic achievement and psychological well-being. The Aspiration Index 12 items (Duriez, et al., 2007), The Academic Motivation Scale (Vallerand, et al., 1993 adapted by Matos, 2010), The Life Satisfaction Scale (SWLS, Diener, et al., 1985) and CES-D (Radloff, 1977) were used to measure the studied variables. The participants were 101 students from the last year of psychology from a private university. Analysis of validity and reliability of the instruments, correlations and multiple regressions analysis were performed. The results show that autonomous motivation is a positive predictor of academic achievement and life satisfaction. In addition, controlled motivation is a negatively predictor of life satisfaction and a positive predictor of depressive symptoms. A positive and significant relation was found between autonomous motivation and intrinsic aspirations, life satisfaction and academic achievement. In addition, it was found that controlled motivation has a positive relation with extrinsic aspirations and depressive symptoms. Also, it was found that depressive symptoms were negatively related with life satisfaction.
The objective of the study was to identify the relationships between the type of aspirations in the academic context (intrinsic or extrinsic), the type of motivation (autonomous or controlled), academic achievement and psychological well-being in psychology students from Lima. In addition, the study aimed to identify whether aspirations and motivation could predict academic achievement and psychological well-being. The Aspiration Index 12 items (Duriez, et al., 2007), The Academic Motivation Scale (Vallerand, et al., 1993 adapted by Matos, 2010), The Life Satisfaction Scale (SWLS, Diener, et al., 1985) and CES-D (Radloff, 1977) were used to measure the studied variables. The participants were 101 students from the last year of psychology from a private university. Analysis of validity and reliability of the instruments, correlations and multiple regressions analysis were performed. The results show that autonomous motivation is a positive predictor of academic achievement and life satisfaction. In addition, controlled motivation is a negatively predictor of life satisfaction and a positive predictor of depressive symptoms. A positive and significant relation was found between autonomous motivation and intrinsic aspirations, life satisfaction and academic achievement. In addition, it was found that controlled motivation has a positive relation with extrinsic aspirations and depressive symptoms. Also, it was found that depressive symptoms were negatively related with life satisfaction.
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Keywords
Motivación (Psicología), Estudiantes universitarios--Perú, Rendimiento académico, Bienestar
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