Efectos del contenido de meta docente y la regulación motivacional académica sobre la creencia de eficacia docente del profesorado en formación inicial

Rafael Burgueño, Álvaro Sicilia, Manuel Alcaraz-Ibáñez, María-Jesús Lirola, Jesús Medina-Casaubón


Introducción: Basado en la Teoría de la Auto-Determinación, el objetivo del estudio fue examinar la relación entre los contenidos de meta y la creencia de la eficacia docente en profesorado en formación inicial, considerando el rol mediador de la regulación motivacional académica (autónoma y controlada) al inicio y final del master de formación del profesorado. Método: Los participantes fueron 379 profesores/as en formación inicial (180 hombres y 199 mujeres; Medad = 25.30, DT edad = 4.21) quienes completaron medidas de contenidos de meta en la docencia y regulación motivacional académica al inicio del máster en formación del profesorado (toma 1), así como medidas de regulación motivacional y creencia de eficacia docente al final del máster (toma 2). Las relaciones predictivas hipotetizadas fueron examinadas vía análisis de ecuaciones estructurales.  Resultados: El modelo de ecuaciones estructurales mostró que los contenidos de meta intrínsecos al inicio del máster de formación del profesorado tuvieron un efecto positivo directo sobre la creencia de la eficacia docente al final del máster, estando dicha relación mediada por la motivación autónoma académica al inicio y al final del máster. En cambio, los contenidos de meta extrínsecos al inicio del máster de formación del profesorado mostraron un efecto directo y negativo sobre la creencia de la eficacia docente al final del máster. Discusión: Los resultados obtenidos subrayan la relevancia del contenido de meta en la explicación de la naturaleza dinámica de los procesos motivacionales relacionados con la creencia de eficacia docente durante el programa inicial de formación docente del profesorado en formación inicial.

Palabras clave

Metas en la docencia; aspiraciones; auto-eficacia docente; formación del profesorado; profesor estudiante.

Texto completo:



Bandura, A. (1999). Social cognitive theory of personality. In L.A. Pervin & O.P. John (Eds.), Handbook of personality: Theory and research (pp. 154–196). New York, NY, USA: The Guildford Press.

Bruinsma, M., & Jansen, E.P.W.A. (2010). Is the motivation to become a teacher related to pre-service teachers’ intentions to remain in the profession? European Journal of Teacher Education, 33(2), 185–200.


Burgueño, R. Sicilia, A., Alcaraz-Ibañez, M., Lirola, M.-J., & Medina-Casaubón, J. (bajo revisión). Analysing the aspirations to become a teacher: Development and psychometric assessment of the goal contents for teaching scale. Contemporary Educational Psychology.

Burgueño, R., Sicilia, A., Medina-Casaubón, J., Alcaraz-Ibañez, M., & Lirola, M.-J. (2019). Psychometry of the teacher’s sense of efficacy scale in Spanish teachers’ education. The Journal of Experimental Education, 87(1), 89-100. 10.1080/00220973.2018.1423542

Burgueño, R., Sicilia, Á., Medina-Casaubón, J., Alcaraz-Ibáñez, M., & Lirola, M.-J. (2017). Academic motivation scale revised. Inclusion of integrated regulation to measure motivation in initial teacher education. Annals of Psychology, 33(3), 670–679. 10.6018/analesps.33.3.249601

Clark, S., & Newberry, M. (2019). Are we building preservice teacher self- efficacy? A large-scale study examining teacher education experiences. Asia-Pacific Journal of Teacher Education, 47(1), 32–47.


Duncan, M.J., Eyre, E.L.J., Bryant, E., Seghers, J., Galbraith, N., & Nevill, A.M. (2017). Autonomous motivation mediates the relation between goals for physical activity and physical activity behavior in adolescents. Journal of Health Psychology, 22(5), 595 –604. 10.1177/1359105315609089

Fokkens-Bruinsma, M., & Canrinus, E.T. (2012). Adaptive and maladaptive motives for becoming a teacher. Journal of Education for Teaching, 38(1), 3–19. 10.1080/02607476.2012.643652

Hennessy, J., & Lynch, R. (2017). “I choose to become a teacher because”. Exploring the factors influencing choice amongst pre-service teachers in Ireland. Asia-Pacific Journal of Teacher Education, 45(2), 106–125.


Kaldi, S., & Xafakos, E. (2017). Student teachers’ school teaching practice: The relation amongst perceived selfcompetence, motivation and sources of support. Teaching and Teacher Education, 67, 246–258. 10.1016/j.tate.2017.05.019

Kasser, T., & Ryan, R.M. (1993). A dark side of the American dream: Correlates of financial succes as a central life aspiration. Journal of Personality and Social Psychology, 65(2), 410–422.


Kasser, T., & Ryan, R.M. (1996). Futher examining the american dream: Differential correlate of intrinsic and extrinsic goals. Personality and Social Psychology Bulletin, 22(3), 280–287. 10.1177/0146167296223006

Kim, H. (2012). A study on passion for teaching, teacher motivation, and teacher-efficacy of Korean early childhood preservice teachers. The Journal of Korea Open Association for Early Childhood Education, 17(6), 249–275.

Kim, H., & Cho, Y. (2014). Pre-service teachers’ motivation, sense of teaching efficacy, and expectation of reality shock. Asia-Pacific Journal of Teacher Education, 42(1), 67–81. 10.1080/1359866X.2013.855999

Kline, R.B. (2015). Principles and practice of structural equation modeling (4th ed.). New York, NY, USA: The Guilford Press.

Klug, H.J.P., & Maier, G.W. (2015). Linking goal progress and subjective well-being: A meta-analysis. Journal of Happiness Studies, 16, 37–65. 10.1007/s10902-013-9493-0

Lee, J., & Turner, J. (2017). The role of pre-service teachers’ perceived instrumentality, goal commitment, and motivation in their self-regulation strategies for learning in teacher education courses. Asia-Pacific Journal of Teacher Education, 45(3), 213–228. 10.1080/1359866X.2016.1210082

Lee, J., & Turner, J.E. (2015). A structural equation model of preservice teachers’ perceptions of future goals and current course-related motivation. Japanese Psychological Research, 57(3), 231–241. 10.1111/jpr.12082

Lee, W.C., Chen, V.D.-T., & Wang, L.-Y. (2017). A review of research on teacher efficacy beliefs in the learner-centred pedagogy context: Themes, trends and issues. Asia Pacific Education Review, 18(4), 559–572. 10.1007/s12564-017-9501-x

Marsh, H.W., Hau, K.-T., & Wen, Z. (2004). In search of golden rules: Comment on hypothesis-testing approaches to setting cutoff values for fit indexes and dangers in overgeneralizing Hu and Bentler’s (1999) findings. Structural Equation Modelling, 11(3), 320–341. 10.1207/s15328007sem1103

Ntoumanis, N., Healy, L.C., Sedikides, C., Duda, J., Stewart, B., Smith, A., & Bond, J. (2014). When the going gets tough: The “why” of goal striving matters. Journal of Personality, 82(3), 225–236. 10.1111/jopy.12047

Organización para la Cooperación y el Desarrolo Económico. (2014). New Insights from TALIS 2013. Teaching and learning in Primary and Upper Secondary Education. Paris, France: OECD Publishing.


Pop, M.M., & Turner, J.E. (2009). To be or not to be... a teacher? Exploring levels of commitment related to perceptions of teaching among students enrolled in a teacher education program. Teachers and Teaching: Theory and Practice, 15(6), 683–700. 10.1080/13540600903357017

Preacher, K.J., & Hayes, A.F. (2008). Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models. Behavior Research Methods, 40(3), 879–891. 10.3758/BRM.40.3.879

Ryan, R.M., & Deci, E.L. (2017). Self-Determination Theory: Basic psychological needs in motivation, development, and wellness. New York, USA: Guilford Publications. 10.7202/1041847ar

Ryan, R.M., & Deci, E.L. (2019). Brick by brick: The origins, development, and future of self-determination theory. In A.J. Elliot (Ed.), Advances in Motivation Science (pp. 111–162). Cambridge, MA, USA: Academic Press. 10.1016/bs.adms.2019.01.001

Shrout, P.E., & Bolger, N. (2002). Mediation in experimental and nonexperimental studies: New procedures and recommendations. Psychological Methods, 7(4), 422. 10.1037//1082-989x.7.4.422

Sibley, B.A., & Bergman, S.M. (2016). Relationships among goal contents, exercise motivations, physical activity, and aerobic fitness in university physical education courses. Perceptual and Motor Skills, 122(2), 678–700.


Tschannen-Moran, M., & Hoy, A.W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783–805.


Vallerand, R.J., Blais, M.R., Brière, N. M., & Pelletier, L. G. (1989). Construction et validation de l’échelle de motivation en éducation (EME). Canadian Journal of Behavioural Science, 21(3), 323–349.


Viladrich, C., Angulo-Brunet, A., & Doval, E. (2017). A journey around alpha and omega to estimate internal consistency reliability. Annals of Psychology, 33(3), 755–782. doi:10.6018/analesps.33.3.268401

Wang, J., Hefetz, A., & Liberman, G. (2017). Applying structural equation modelling in educational research. Cultura y Educación, 29(3), 563–618.


Zee, M., & Koomen, H.M.Y. (2016). Teacher self-efficacy and its effects on classroom processes, student academic adjustment, and teacher well-eing: A synthesis of 40 years of research. Review of Educational Research, 86(4), 981–1015. 10.3102/0034654315626801

DOI: https://doi.org/10.5944/educxx1.23672

Enlaces refback

  • No hay ningún enlace refback.

Licencia de Creative Commons
Este obra está bajo una licencia de Creative Commons Reconocimiento-NoComercial 4.0 Internacional.

Reconocimiento – NoComercial (by-nc):Se permite la generación de obras derivadas siempre que no se haga un uso comercial. Tampoco se puede utilizar la obra original con finalidades comerciales.


Educación XX1

Decanato de la Facultad de Educación. UNED
c/ Juan del Rosal, 14
28040 - MADRID (España)
Teléfono: +34 91.398.7216/7469/8769
E-mail: educacionxx1@edu.uned.es
DOI prefix: 10.5944/educxx1


Síguenos  twitrer_120 linkedin_75   



ISSN (versión impresa): 1139-613X

ISSN (versión electrónica): 2174-5374
Depósito legal: M. 31468-1998