Prácticas docentes universitarias y motivación orientada al aprendizaje: efecto mediador de la satisfacción de las necesidades psicológicas básicas
DOI:
https://doi.org/10.5944/educxx1.38203Palabras clave:
aprendizaje, motivación, prácticas docentes, orientación motivacional, necesidades psicológicas básicasAgencias Financiadoras:
Agencia Nacional de Investigación y Desarrollo, ANID – Chile, a través delFondecyt Regular 1210626, Millennium Nucleus for the Science of LearningResumen
Diversos estudios reconocen la importancia de la relación entre la motivación académica y el aprendizaje en el contexto universitario, lo que contrasta con el menor número de trabajos que abordan la influencia de las variables mediadoras. Esta investigación tuvo como objetivo evaluar el rol mediador de las Necesidades Psicológicas Básicas en la relación entre las prácticas realizadas por profesores universitarios percibidas por los estudiantes como motivadoras y la motivación orientada hacia el aprendizaje. En el estudio participaron 763 estudiantes de programas de salud y educación de diferentes universidades chilenas. Para evaluar el efecto mediador se utilizó la macro PROCESS para SPSS. Los resultados indican que la satisfacción de las necesidades psicológicas básicas media parcialmente el efecto de las prácticas docentes sobre el tipo de motivación orientada hacia el aprendizaje, lo que refuerza la idea de realizar una práctica docente situada, explícita y frecuente con acciones formativas motivadoras que fortalezcan la utilidad, la importancia y la autonomía. Estos hallazgos muestran la relevancia de estas prácticas docentes para generar motivación orientada hacia el aprendizaje, así como el papel de la Satisfacción de las Necesidades Psicológicas Básicas en esta relación.
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