University teaching practices and learning-oriented motivation: the mediating effect of basic psychological need satisfaction
DOI:
https://doi.org/10.5944/educxx1.38203Keywords:
learning, motivation, teachers practices, motivational orientation, basic psychological needsAbstract
Several studies recognize the importance of the relationship between academic motivation and learning in the university context, contrasting with the smaller number of studies addressing mediating variables’ influence. This research aimed to evaluate the mediating role of Basic Psychological Needs in the relationship between practices performed by university professors perceived by students as motivating and learning-oriented motivation. The study involved 763 students from health and education programs at different Chilean universities. The PROCESS macro for SPSS was used to evaluate the mediating effect. The results indicate that the satisfaction of basic psychological needs partially mediates the effect of teaching practices on the type of learning-oriented motivation. This reinforces the idea of a situated, explicit, and frequent teaching practice with motivational formative actions that strengthen usefulness, importance, and autonomy. The findings show the relevance of these teaching practices to generating learning-oriented motivation and the role of the Satisfaction of Basic Psychological Needs in this relationship.
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Copyright (c) 2024 Milenko Del Valle, Jorge Valenzuela, Carla Muñoz, Jorge Miranda-Ossandón, Juan Gabriel Vergaño-Salazar, Andrea Precht
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