La implicación agencial: el efecto predictivo de la calidad docente y las necesidades psicológicas básicas
DOI:
https://doi.org/10.5944/educxx1.42912Palabras clave:
implicación agencial, calidad docente, necesidades psicológicas básicas, modelos de ecuaciones estructurales, educación superiorResumen
La manera en que el alumnado universitario se implica de forma agéntica en el aula requiere de esclarecimiento, ya que se trata de un momento evolutivo caracterizado por el riesgo de sufrir motivacionalmente debido al aumento de las exigencias académicas. Por tanto, el objetivo de este estudio es someter a prueba un modelo teórico según el cual, la calidad docente (relevancia del aprendizaje y fomento de la participación) predice la implicación agencial a través de la satisfacción de las necesidades psicológicas básicas de autonomía, competencia y relación. En este estudio participaron 485 estudiantes de edades comprendidas entre los 17 y los 34 años (M = 20.19; DT = 2.05) de entre los cuales 161 eran hombres (33.2%), 320 mujeres (66%) y 4 personas no binarias (0.8%). Se utilizó el Cuestionario de Calidad Docente, la Escala de Satisfacción de las Necesidades Psicológicas Básicas y el Classroom Engagement Scale para evaluar las variables incluidas en este estudio. Los resultados muestran que la promoción de la utilidad y el interés predice directamente las necesidades psicológicas básicas e indirectamente, la implicación agencial a través de la satisfacción de dichas necesidades psicológicas. En cambio, se constata la ausencia de capacidad predictiva del fomento de la participación sobre las necesidades psicológicas básicas y la implicación agencial. Este estudio muestra la relevancia que tienen las necesidades psicológicas básicas sobre la implicación agencial y pone de manifiesto que ciertas estrategias de la calidad docente podrían no estar directamente vinculadas a la agencia del alumnado en el aula de educación superior. En consecuencia, se observa que aún hay mucho por seguir investigando, siendo preciso identificar prácticas educativas cruciales y eficaces que fomenten dicho compromiso a fin de optimizar el proceso de enseñanza- aprendizaje universitario.
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Derechos de autor 2025 Arantza Fernandez Zabala, Inge Axpe Saez, Lorea Azpiazu Izaguirre, Iker Izar de la Fuente Diaz de Cerio
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