Influencia de la motivación hacia el aprendizaje y la procrastinación en la dependencia a ChatGPT
DOI:
https://doi.org/10.5944/ried.45497Palabras clave:
motivación, dependencia, ChatGPT, procrastinación, inteligencia artificial, educación superiorResumen
En poco tiempo, las inteligencias artificiales generativas como ChatGPT se han convertido en herramientas de apoyo para el aprendizaje, transformando la forma en que muchos estudiantes afrontan las tareas académicas. Su inmediatez y accesibilidad las hacen especialmente atractivas frente a los recursos tradicionales, hasta el punto de que algunos estudiantes pueden desarrollar cierta dependencia a ellas. Este trabajo investiga el impacto de la motivación hacia el aprendizaje y la procrastinación en la dependencia a ChatGPT. 467 estudiantes universitarios del área de la Educación participaron completando una serie de escalas validadas para evaluar diferentes tipos de motivación definidas en la Teoría de la Autodeterminación (motivación extrínseca, intrínseca y amotivación), procrastinación y dependencia a ChatGPT. Los análisis de mediación mostraron que los estudiantes con menor motivación intrínseca (β = -.076; LI = -.121; LS = -.037) y mayor amotivación (β = .090; LI = .041; LS = .144) tendían a procrastinar con mayor frecuencia, siendo la procrastinación un factor clave que aumentaba la dependencia a ChatGPT. Además, el alumnado con alta motivación extrínseca (incluso sin la mediación de la procrastinación) resultó ser más propenso a desarrollar una mayor dependencia a ChatGPT (β = .122; p = .022). Estos hallazgos destacan la importancia de implementar estrategias que fomenten la motivación intrínseca y la autorregulación, ayudando a los estudiantes a utilizar adecuadamente las herramientas basadas en la IA generativa mientras desarrollan competencias esenciales que podrían estar en riesgo por el uso excesivo de estas herramientas, como el pensamiento crítico y la resolución de problemas.
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Derechos de autor 2026 Héctor Galindo-Domínguez, Martín Sainz-de-la-Maza, Lucía Campo, Daniel Losada-Iglesias
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