Motivational and emotional profiles in university undergraduatesa self-determination theory perspective

  1. González Fernández, Antonio 1
  2. Paoloni, Paola Verónica 2
  3. Donolo, Danilo 2
  4. Rinaudo, María Cristina 2
  1. 1 Universidade de Vigo
    info

    Universidade de Vigo

    Vigo, España

    ROR https://ror.org/05rdf8595

  2. 2 Universidad Nacional de Río Cuarto
    info

    Universidad Nacional de Río Cuarto

    Córdoba, Argentina

    ROR https://ror.org/0002pcv65

Revista:
The Spanish Journal of Psychology

ISSN: 1138-7416

Año de publicación: 2012

Volumen: 15

Número: 3

Páginas: 1069-1080

Tipo: Artículo

DOI: 10.5209/REV_SJOP.2012.V15.N3.39397 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: The Spanish Journal of Psychology

Resumen

Investigaciones previas han analizado distintas formas de motivación autodeterminada y emociones concretas relacionadas con las clases, pero pocas han examinado simultáneamente ambos constructos. El objetivo del presente trabajo, con 472 universitarios, es doble: realizar un análisis de conglomerados para identificar en la muestra grupos homogéneos en su motivación; y determinar el perfil de cada grupo en sus emociones académicas y su rendimiento. El análisis cluster configuró cuatro grupos según su motivación: controlada, autónoma, ambas altas, y las dos bajas. Cada cluster mostró un perfil emocional diferenciado, siendo el de motivación autónoma el más adaptativo, con valores elevados en rendimiento académico y emociones agradables y bajos en las desagradables. Se discuten los resultados y sus implicaciones para el ajuste académico.

Referencias bibliográficas

  • Álvarez, M., Balaguer, I., Castillo, I., & Duda, J. (2009). Coach autonomy support and quality of sport engagement in young soccer players. The Spanish Journal of Psychology, 12, 138-148.
  • Arbuckle, J. (2006). AMOS 7.0. User's Guide. Chicago, IL: Smallwaters Corporation.
  • Assor, A. (2012). Allowing choice and nurturing an inner compass: Educational practices supporting students' need for autonomy. In S. Christenson, A. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 421-439). New York, NY: Springer. http://dx.doi.org/10.1007/978-M614-2018- 7-20
  • Assor, A., Kaplan, H., Kanat, Y., & Roth, G. (2005). Directly controlling teacher behaviors as predictors of poor motivation and engagement in girls and boys: The role of anger and anxiety. Learning and Instruction, 15, 397-413. http://dx.doi. Org/10.1016/j.learninstruc.2005.07.008 (Pubitemid 41334979)
  • Bentler, P., & Chou, P. (1987). Practical issues in structural modelling. Sociological Methods & Research, 16, 78-117. http://dx.doi.org/ 10. H77/0049124187016001004
  • Black, A., & Deci, E. (2000). The effects of instructors' autonomy support and students' autonomous motivation on learning Organic Chemistry: A self-determination theory perspective. Science Education, 84, 740-756. http://dx.doi.org/10.1002/1098-237X (200011) 84:6<740::AID-SCE4>3.0. CO;2-3
  • Boiché, J., Sarrazin, P., Grouzet, R., Pelletier, L., & Chanal, J. (2008). Students' motivational profiles and outcomes in Physical Education: A self-determination perspective. Journal of Educational Psychology, 100, 688-701. http://dx.doi.org/10.1037/0022-0663.100.3.688
  • Breckenridge, J. (2000). Validating cluster analysis: Consistent replication and symmetry. Multivariate Behavioral Research, 35, 261-285. http://dx.doi.org/IO.1207/S15327906MBR3502-5
  • Brislin, R. (1986). The wording and translation of research instruments. In W. Lonner & J. Berry (Eds.), Field methods in cross-cultural research (pp. 137-164). Beverly Hills, CA: Sage.
  • Byrne, B. (2001). Structural equation modeling with AMOS. Basic concepts, applications, and programming. Mahwah, NJ: LEA.
  • Cano, F., & Berbén, A. (2009). University students' achievement goals and approach to learning mathematics. British Journal of Educational Psychology, 79, 131-153. http://dx.doi.org/10.1348/000709908X314928
  • Daniels, L., Haynes, T., Stupnisky, R., Perry, R., Newell, N., & Pekrun, R. (2008). Individual differences in achievement goals: A longitudinal study of cognitive, emotional, and achievement outcomes. Contemporary Educational Psychology, 33, 584-608. http://dx.doi.org/10.1016/j.cedpsych.2007. 08.002
  • Daniels, L., Stupnisky, R., Pekrun, R., Haynes, T., Perry, R., & Newall, N. (2009). A longitudinal analysis of achievement goals: From affective antecedents to emotional effects and achievement outcomes. Journal of Educational Psychology, 101, 948-963. http://dx.doi.org/10.1037/a0016096
  • Deci, E., & Ryan, R. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11, 227-268. http://dx.doi.org/10.1207/S15327965PLI1104- 01 (Pubitemid 33216305)
  • Deci, E., & Ryan, R. (2008). Facilitating optimal motivation and psychological well-being across life's domains. Canadian Psychology, 49, 14-23. http://dx.doi.org/10.1037/0708-5591.49.1.14
  • Garcia, T., Cervelló, E., Jiménez, R., Iglesias, D., & Moreno, A. (2010). Using self-determination theory to explain sport persistence and dropout in adolescent athletes. The Spanish Journal of Psychology, 13, 677-684.
  • Gil, P., Bernaras, E., Elizalde, L., & Arrieta, M. (2009). Learning strategies and motivational patterns of students at the campus of Gipuzkoa. Infancia y Aprendizaje, 32, 329-341. http://dx.doi.org/10.1174/ 021037009788964132
  • Guay, R., Ratelle, C, & Chanal, J. (2008). Optimal learning in optimal contexts: The role of self-determination in education. Canadian Psychology, 49, 233-240. http://dx.doi.org/10.1037/a0012758
  • Guillet, N., Vallerand, R., & Rosnet, E. (2009). Motivational clusters and performance in a real-life setting. Motivation and Emotion, 33, 49-62. http://dx.doi.org/10.1007/s11031-008-9115-z
  • Gutierrez, M., Ruiz, L., & López, E. (2010). Perceptions of motivational climate and teachers' strategies to sustain discipline as predictors of intrinsic motivation in physical education. The Spanish Journal of Psychology, 13, 597-608.
  • Hayenga, A., & Henderlong, J. (2010). Profiles of intrinsic and extrinsic motivations: A person-centered approach to motivation and achievement in middle school. Motivation and Emotion, 34, 371-383. http://dx.doi.org/10. 1007/s11031-010-9181-x
  • Jang, H., Reeve, J., & Deci, E. (2010). Engaging students in learning activities: It is not autonomy support or structure but autonomy support and structure. Journal of Educational Psychology, 102, 588-600. http://dx.doi.org/ 10.1037/a0019682
  • Koole, S., & Kuhl, J. (2008). Dealing with unwanted feelings: The role of affect regulation in volitional action control. In J. Shah & W. Gardner (Eds.), Handbook of motivation science (pp. 295-307). New York, NY: Guilford Press.
  • Levy, I., Kaplan. A., & Assor, A. (2007). Academic goal orientation, multiple goal profiles and friendship intimacy among early adolescents. Contemporary Educational Psychology, 32, 231-252. http://dx.doi.org/10.1016/j. cedpsych. 2006.06.001
  • Little, T., Cunningham, W., Shahar, G., & Widaman, K. (2002). To parcel or not to parcel: Exploring the question, weighing the merits. Structural Equation Modeling, 9, 151-173. http://dx.doi.org/10.1207/S15328007SEM0902-1
  • Liu, W., Wang, C., Tan, O., Koh, C., & Ee, J. (2009). A self-determination approach to understanding students' motivation in Project work. Learning and Individual Differences, 19, 139-145. http://dx.doi.org/10. 1016/j.lindif.2008.07.002
  • Marsh, H., Hau, K., Balla, J., & Grayson, D. (1998). Is more ever too much? The number of indicators per factor in confirmatory factor analysis. Multivariate Behavioral Research, 33, 181-220. http://dx.doi.org/10.1207/s 15327906mbr3302-1
  • Mas, C, & Medinas, M. (2007). Motivation in university students. Anales de Psicologia, 23, 17-24.
  • Matsumoto, D., & Sanders, M. (1988). Emotional experiences during engagement in intrinsically and extrinsically motivated tasks. Motivation and Emotion, 12, 353-369. http://dx.doi.org/10.1007/BF00992359
  • Meyer, D., & Turner, J. (2007). Scaffolding emotions in classroom. In P. Schutz & R. Pekrun (Eds.), Emotion in education (pp. 243-258). San Diego, CA: Academic Press.
  • Miquelon, P., Vallerand, R., Grouzet, R, & Cardinal, G. (2005). Perfectionism, academic motivation, and psychological adjustment: An integrative model. Personality and Social Psychology Bulletin, 31, 913-924. http://dx.doi.org/10.1177/0146167204272298
  • Moreno, J., Hernández, A., & González-Cutre, D. (2009). Completing the self-determination theory with social goals: A study about enjoyment of physical education. Revista Mexicana de Psicologia, 26, 213-222.
  • Ntoumanis, N. (2002). Motivational clusters in a sample of British physical education classes. Psychology of Sport and Exercise, 3, 177-194. http://dx.doi.org/10.1016/S1469-0292 (01) 00020-6
  • Nunez, J., Martin-Albo, J., & Navarro, J. (2005). Validity of the Spanish version of the Échelle de Motivation en Éducation [Validity of the Spanish version of the Academic Motivation Scale]. Psicothema, 17, 344-349.
  • Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18, 315-341. http://dx.doi.org/10.1007/ s10648-006-9029-9 (Pubitemid 44877237)
  • Pekrun, R. (2009). Emotions at school. In K. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 575-604). London, England: Routledge.
  • Pekrun, R., Frenzel, A., Goetz, T, & Perry, R. (2007). The controlvalue theory of achievement emotions: An integrative approach to emotions in education. In P. Schutz & R. Pekrun (Eds.), Emotion in education (pp. 13-36). San Diego, CA: Academic Press.
  • Peknin, R., Goetz, T., Frenzel, A., Barchfeld, P. y Perry, R. (2011). Measuring emotions in students learning and performance: The Achievement Emotions Questionnaire (AEQ). Contemporary Educational Psychology, 36, 36-48. http://dx.doi.org/10.1016/j.cedpsych.2010.10.002
  • Pekrun, R., Goetz, T, & Perry, R. (2005). Achievement Emotions Questionnaire (AEQ) - user's Manual. University of Munich: Department of Psychology, Germany.
  • Pekrun, R., & Linnenbrink-García, L. (2012). Academic emotions and student engagement. In S. Christenson, A. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 259-282). New York, NY: Springer, http://dx.doi.org/10.1007/978-1-4614-2018-7J2
  • Ratelle, C., Guay, R., Vallerand, R., Larose, S., & Senécal, C. (2007). Autonomous, controlled, and amotivated types of academic motivation: A person-oriented analysis. Journal of Educational Psychology, 99, 734-746. http://dx.doi.org/10.1037/0022-0663.99.4.734
  • Ratelle, C., Vallerand, R., Senécal, C, & Provencher, P. (2005). A relationship between school-leisure conflict and educational and mental health indexes: A motivational analysis. Journal of Applied Social Psychology, 35, 1800-1822. http://dx.doi.org/10.1111/j.1559-1816.2005.tb02196.x
  • Reeve, J. (2012). A self-determination theory perspective on student engagement. In S. Christenson, A. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 149-172). New York, NY: Springer. http://dx.doi.org/10. I007/978-l-4614-2018-7-7
  • Ruthig, J., Perry, R., Hladkyj, S., Hall, N., Pekrun, R., & Chipperfield, J. (2008). Perceived control and emotions: Interactive effects on performance in achievement settings. Social Psychology of Education, 11, 161-180. http://dx.doi.org/10.1007/s11218-007-9040-0
  • Ryan, R., & Deci, E. (2002). An overview of self-determination theory: An organismic dialectic perspective. In E. Deci & R. Ryan (Eds.), Handbook of self-determination research (pp. 3-33). Rochester, NY: University of Rochester Press.
  • Ryan, R., & Deci, E. (2009). Promoting self-determined school engagement: Motivation, learning, and well-being. In K. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 171-195). New York, NY: Routledge.
  • Vallerand, R. (1997). Toward a hierarchical model of intrinsic and extrinsic motivation. In M. Zanna (Ed.), Advances in experimental social psychology (Vol. 29, pp. 271-360). New York, NY: Academic Press. http://dx.doi.org/10.1016/S0065-2601 (08) 60019-2
  • Vallerand, R., Blais, M., Briere, N., & Pelletier, L. (1989). Construction et validation de l'Échelle de Motivation en Education (EME) [Construction and validation of the Academic Motivation Scale]. Revue Canadienne des Sciences du Comportement, 21, 323-349. http://dx.doi.org/10.1037/h0079855
  • Vallerand, R., Pelletier, L., Blais, M., Brière, N., Senecal, C, & Vallières, E. (1993). On the assessment of intrinsic, extrinsic, and amotivation in education. Educational and Psychological Measurement, 53, 159-172. http://dx.doi.org/10. U77/001316449 3053001018
  • Vallerand, R., Pelletier, L., & Koestner, R. (2008). Reflections on self-determination theory. Canadian Psychology, 49, 257-262. http://dx.doi. Org/10.1037/a0012804
  • Walls, T., & Little, T. (2005). Relations among personal agency, motivation, and school adjustment in early adolescence. Journal of Educational Psychology, 97, 23-31. http://dx.doi.org/10.1037/0022-0663.97.1.23 (Pubitemid 40345912)
  • Vansteenkiste, M., Sierens, E., Soenens, B., Luyckx, K.., & Lens, W. (2009). Motivational profiles from a self-determination perspective: The quality of motivation matters. Journal of Educational Psychology, 101, 671-688. http://dx.doi.org/10.1037/a0015083
  • Zeidner, M. (2007). Test anxiety in educational contexts: Concepts, findings, and future directions. In P. Schutz & R. Pekrun (Eds.), Emotion in education (pp. 165-184). San Diego, CA: Academic Press.
Fuente de los datos: Dialnet