Estilo motivacional del docente, tipos de motivación, autoeficacia, compromiso agente y rendimiento en matemáticas en universitarios
Date
2017-09-06
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Pontificia Universidad Católica del Perú
Abstract
La presente investigación estudió las relaciones entre el estilo motivacional del docente
(apoyo a la autonomía vs control), tipos de motivación (autónoma/controlada),
autoeficacia, compromiso agente y rendimiento en matemáticas en un grupo de
universitarios en Lima.
La muestra estuvo compuesta por 165 estudiantes de dos universidades públicas de
Lima metropolitana de diferentes carreras de ciencias y matemáticas. Los instrumentos
empleados arrojaron buenas evidencias de validez y confiabilidad en esta muestra. Se
realizaron las correlaciones correspondientes y análisis de senderos para poder explicar
los efectos directos de las variables.
Se encontró que los estilos motivacionales docentes de apoyo a la autonomía y de
control predicen positivamente la motivación autónoma y controlada, respectivamente.
Así también, la percepción de apoyo a la autonomía predice la autoeficacia y el
compromiso agente. La motivación autónoma es una variable mediadora entre el estilo
motivacional docente de apoyo a la autonomía y la autoeficacia. La relación entre el
rendimiento académico y la percepción de apoyo a la autonomía es mediada por la
autoeficacia. Igualmente, esta variable media la relación entre el estilo de apoyo a la
autonomía y el compromiso agente. Por otro lado, la relación entre la percepción de un
estilo motivacional docente de control y la falta de compromiso agente es mediada por
la motivación controlada.
Finalmente, se discuten los resultados y se brindan las recomendaciones, limitaciones
de la investigación y futuras líneas de trabajo.
The purpose of this research is to study the relationship among motivational teaching styles (autonomy support vs. control), types of motivation (autonomous/control), selfefficacy, agentic engagement, and mathematics academic achievement in a sample of university students from Lima. The sample was composed of 165 students from two public universities of Metropolitan Lima from different careers in science and mathematics. The instruments used in this study had good evidences of validity and reliability. Corresponding correlations and path analyses were conducted to explain the direct effects of the variables. It was found that the teaching styles of autonomy support and control positively predicted autonomous motivation and control motivation, respectively. Also, the perception of autonomy support teaching style predicts self-efficacy and agentic engagement. Autonomous motivation is a mediator variable between the teaching style of autonomy support and self-efficacy. The relationship between academic achievement and the perception of autonomy support teaching style is mediated by self-efficacy. Also, this variable mediated the relationship between the teaching style of autonomy support and agentic engagement. On the other hand, the relationship between perception of control teaching style and agentic disengagement is mediated by the control motivation. Finally, results are discussed and recommendations, limitations and future lines research suggestions are provided.
The purpose of this research is to study the relationship among motivational teaching styles (autonomy support vs. control), types of motivation (autonomous/control), selfefficacy, agentic engagement, and mathematics academic achievement in a sample of university students from Lima. The sample was composed of 165 students from two public universities of Metropolitan Lima from different careers in science and mathematics. The instruments used in this study had good evidences of validity and reliability. Corresponding correlations and path analyses were conducted to explain the direct effects of the variables. It was found that the teaching styles of autonomy support and control positively predicted autonomous motivation and control motivation, respectively. Also, the perception of autonomy support teaching style predicts self-efficacy and agentic engagement. Autonomous motivation is a mediator variable between the teaching style of autonomy support and self-efficacy. The relationship between academic achievement and the perception of autonomy support teaching style is mediated by self-efficacy. Also, this variable mediated the relationship between the teaching style of autonomy support and agentic engagement. On the other hand, the relationship between perception of control teaching style and agentic disengagement is mediated by the control motivation. Finally, results are discussed and recommendations, limitations and future lines research suggestions are provided.
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Keywords
Motivación (Educación), Motivación (Psicología), Rendimiento académico, Autonomía (Psicología)
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