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