Motivación académica y desempeño en física en un grupo de estudiantes de un liceo rumano

  • Corina Glochner Ruzsa Instituto Teórico "Jean Louis Calderon", Rumania
Palabras clave: motivación académica, rendimiento académico, desempeño en física

Resumen

El presente estudio, cuantitativo y transversal, tuvo como objetivo determinar si las dimensiones de la motivación académica son predictoras significativos de las calificaciones de física de 96 estudiantes de nivel medio superior de una escuela en Rumania, con especialización en matemática e informática. Se utilizaron la Escala de Motivación Académica (AMS HS-28) y registros de calificaciones escolares para medir el desempeño en física. Para el análisis de los datos se utilizó la regresión lineal múltiple. Los resultados mostraron que la motivación intrínseca para el conocimiento es un predictor positivo de las calificaciones de física (β = .476, p = .009), y que la motivación extrínseca es un predictor negativo (β = - .491, p =.001). Se observó también que existe una diferencia significativa entre los dos sexos en la subescala de motivación de inducción extrínseca (t = 2.559, p = .012), pues las niñas tuvieron una media de 19.4 y los niños una de 15.8. Se concluye que la motivación intrínseca tiene una relación positiva con el desempeño académico en física, por lo que es necesario que el docente cultive los recursos de la motivación intrínseca permitiendo al mismo tiempo el desarrollo de la autonomía del alumno.

Descargas

La descarga de datos todavía no está disponible.

Citas

Aladağ, E. (2010). The effects of GIS on students' academic achievement and motivation in seventh-grade social studies lessons in Turkey. International Research in Geographical and Environmental Education, 19(1), 11–23. https://doi.org/10.1080/10382040903545476

Areepattamannil, S. (2014). Relationship between academic motivation and Mathematics achievement among Indian adolescents in Canada and India. Journal of General Psychology, 141(3), 247–262. https://doi.org/10.1080/00221309.2014.897929

Bacon, A. (2012). Mathematical student motivation. https://eric.ed.gov/?id=ED528937

BaHammam, A. S., Alaseem, A. M., Alzakri, A. A., Almeneessier, A. y Sharif, M. M. (2012). The relationship between sleep and wake habits and academic performance in medical students: A cross-sectional study. BMC Medical Education, 12(61). https://doi.org/10.1186/1472-6920-12-61

Barab, S. A. y Plucker, J. A. (2002). Smart people or smart contexts? Cognition, ability, and talent development in an age of situated approaches to knowing and learning. Educational Psychologist, 37(3), 165–182. https://doi.org/10.1207/S15326985EP3703_3

Cavas, P. (2011). Factors affecting the motivation of Turkish primary students for science learning. Science Education International, 22(1), 31–42. http://www.icaseonline.net/sei/march2011/p3.pdf

Deci, E. L. y Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Plenum.

Deci, E. L. y Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268. https://doi.org/10.1207/S15327965PLI1104_01

Deci, E. L. y Ryan, R. M. (2008a). Facilitating optimal motivation and psychological well-being across life's domains. Canadian Psychology, 49(1), 14–23. https://doi.org/10.1037/07085591.49.1.14

Deci, E. L. y Ryan, R. M. (2008b). Self-determination theory: A macrotheory of human motivation, development, and health. Canadian Psychology, 49(3), 182–185. https://doi.org/10.1037/a0012801

Denzine, G. y Brown, R. (2015). Motivation to learn and achievement. En R. Papa (Ed.), Media rich instruction: Connecting curriculum to all learners (pp. 19–34). Springer. https://doi.org/10.1007/978-3-319-00152-4_2

Dincer, A. y Yesilyurt, S. (2017). Motivation to speak English: A self-determination theory perspective. PASAA: Journal of Language Teaching and Learning in Thailand, 53, 1–25. http://www.culi.chula.ac.th/publicationsonline/files/article/qSSPiyUzqfMon110323.pdf

Einhorn, B. (1995). Cinderalla goes to market: Citizenship, gender, and women's movements in East Central Europe (Book). American Journal of Sociology, 100(5), 1343–1345. https://doi.org/10.1086/230649

Ghazi, S. R., Ali, R., Shahzad, S. y Hukamdad, H. (2010). Parental involvement in children academic motivation. Asian Social Science, 6(4), 93–99. https://doi.org/10.5539/ass.v6n4p93

Goodman, S., Jaffer, T., Keresztesi, M., Mamdani, F., Mokgatle, D., Musariri, M., Pires, J. y Schlechter, A. (2011). An investigation of the relationship between students' motivation and academic performance as mediated by effort. South African Journal of Psychology, 41(3), 373–385. https://doi.org/10.1177/008124631104100311

Guay, F., Mageau, G. A. y Vallerand, R. J. (2003). On the hierarchical structure of selfdetermined motivation: A test of top-down, bottom-up, reciprocal, and horizontal effects. Personality and Social Psychology Bulletin, 29(8), 992–1004. https://doi.org/10.1177/0146167203253297

Guay, F., Marsh, H. W., Senécal, C. y Dowson, M. (2008). Representations of relatedness with parents and friends and autonomous academic motivation during the late adolescence-early adulthood period: Reciprocal or unidirectional effects? British Journal of Educational Psychology, 78(4), 621–637. https://doi.org/10.1348/000709908X280971

Knotts, H., Livingston, C., Mercer, G. E. y Friedman, B. D. (2004). Integrating teaching, learning, and community outreach: Western Carolina’s local government youth assembly. International Social Science Review, 79(1/2), 56–62. https://www.jstor.org/stable/41887169

Levpuscek, M. P., Zupancic, M. y Socan, G. (2012). Predicting achievement in Mathematics in adolescent students: The role of individual and social factors. The Journal of Early Adolescence, 33(4), 523–551. https://doi.org/10.1177/0272431612450949

Linnenbrink, E. A. y Pintrich, P. R. (2002). Motivation as an enabler for academic success. School Psychology Review, 31(3), 313–327. https://doi.org/10.1080/02796015.2002.12086158

Lopes, P., Silva, R., Oliveira, J., Ambrósio, I., Ferreira, D., Crespo, C. y Rosa, P. J. (2018). Rasch analysis on the academic motivation scale in Portuguese University Students. NeuroQuantology, 16(3), 41–46. https://doi.org/10.14704/nq.2018.16.3.1062

Morales Rodríguez, F. M. (2011). Aprendizaje, motivación y rendimiento en estudiantes de lengua extranjera inglesa. Psicología Educativa, 17(2), 195–207. https://doi.org/10.5093/ed2011v17n2a6

Niemiec, C. P. y Ryan, R. M. (2009). Autonomy, competence, and relatedness in the classroom: Applying self-determination theory to educational practice. Theory and Research in Education, 7(2), 133–144. https://doi.org/10.1177/1477878509104318

Noels, K. A., Pelletier, L. G., Clément, R. y Vallerand, R. J. (2003). Why are you learning a second language? Motivational orientations and self-determination theory. Language Learning, 53(S1), 33–64. https://doi.org/10.1111/1467-9922.53223

Organisation for Economic Co-operation and Development. (2007). PISA 2006 science competencies for tomorrow’s world. https://www.oecd.org/unitedstates/39722597.pdf

Palmer, D. (2007). What is the best way to motivate students in science? Teaching Science, 53(1), 38–42. https://novaprd-lb.newcastle.edu.au/vital/access/manager/Repository/uon:9948

Pi-Yueh, C., Mei-Lan, L. y Chia-Kai, S. (2011). Attitudes and motivations of students taking professional certificate examinations. Social Behavior and Personality, 39(10), 1303–1314. https://doi.org/10.2224/sbp.2011.39.10.1303

Schatt, M. D. (2011). Achievement motivation and the adolescent musician: A synthesis of the literature. Research and Issues in Music Education, 9(1), Artículo 5. https://commons.lib.jmu.edu/rime/vol9/iss1/5/

Schiffrin, H. y Liss, M. (2017). The effects of helicopter parenting on academic motivation. Journal of Child and Family Studies, 26(5), 1472–1480. https://doi.org/10.1007/s10826-017-0658z

Singh, S., Singh, A. y Singh, K. (2011). Academic motivation among urban and rural students: A study on traditional vs open education system in India. Turkish Online Journal of Distance Education, 12(4), 133–146. https://dergipark.org.tr/en/pub/tojde/issue/16906/176300

Soto, J. G. y Anand, S. (2009). Factors influencing academic performance of students enrolled in a lower division cell biology core course. Journal of the Scholarship of Teaching and Learning, 9(1), 64–80. https://scholarworks.iu.edu/journals/index.php/josotl/article/view/1720

Stover, J. B., Uriel, F., de la Iglesia, G., Freiberg Hoffmann, A. y Fernández Liporace, M. (2014). Rendimiento académico, estrategias de aprendizaje y motivación en alumnos de Escuela Media de Buenos Aires. Perspectivas en Psicología, 11(2), 10–20. http://200.0.183.216/revista/index.php/pep/article/view/159

Thatcher, A., Fridjhon, P. y Cockcroft, K. (2007). The relationship between lecture attendance and academic performance in an undergraduate psychology class. South African Journal of Psychology, 37(3), 656–660. https://doi.org/10.1177/008124630703700316

Vallerand, R. J. (2012). From motivation to passion: In search of the motivational processes involved in a meaningful life. Canadian Psychology, 53(1), 42–52. https://doi.org/10.1037/a0026377

Vallerand, R. J., Pelletier, L. G., Blais, M. R., Briere, N. M., Senecal, C. y Vallieres, E. F. (1992). The Academic Motivation Scale: A measure of intrinsic, extrinsic, and amotivation in education. Educational and Psychological Measurement, 52(4), 1003–1017. https://doi.org/10.1177/0013164492052004025

Wagner, E. y Szamosközi, Ş. (2012). Effects of direct academic motivation-enhancing intervention programs: A meta-analysis. Journal of Cognitive and Behavioral Psychotherapies, 12(1), 85-101. http://jebp.psychotherapy.ro/vol-xii-no-1-2012/effects-direct-academic-motivation-enhancing-intervention-programs-meta-analysis/

White, E. G. (2000). Minte, caracter, personalitate. Viață și Sănătate.

Publicado
2020-12-01
Cómo citar
Glochner Ruzsa, C. (2020). Motivación académica y desempeño en física en un grupo de estudiantes de un liceo rumano. RIEE | Revista Internacional De Estudios En Educación, 20(2), 94-101. https://doi.org/10.37354/riee.2020.204