Motivación intrínseca y extrínsecaanálisis en adolescentes gallegos
ISSN: 0214-9877
Ano de publicación: 2014
Título do exemplar: Psicología del Desarrollo
Volume: 1
Número: 1
Páxinas: 349-358
Tipo: Artigo
Outras publicacións en: International Journal of Developmental and Educational Psychology: INFAD. Revista de Psicología
Resumo
Education is a complex phenomenon that needs to address the motivational dimension of students. The objective of the study is to discover and check, by the opinion of secondary school students, the motivation level (intrinsic, extrinsic) of Galician young, as well as determining which of the social and school variables affect significantly that motivation. For it, there was realized a quantitative and descriptive study, relating the variables of students and the educational center with the motivation measured by the CMEA (Section motivation) questionnaire. It was found that the Galician teenagers have more extrinsic motivation that intrinsic motivation, showing significant variations depending on the age, education, course and province variables. Also, confirmed by Scheffé the existence of solid reasons to support higher levels of motivation in younger teenagers who have good academic records, enrolled in the first years of compulsory secondary education and living in small towns. In conclusion, no doubt that motivation is a variable of great significance in personal and contextual fit in the adolescent population.
Referencias bibliográficas
- Centeno, M. (2008). Cuestionario sobre el clima de clase para alumnos de sexto grado de primaria. Tesis Doctoral: Pontificia Universidad Católica del Perú.
- Flores, R. y Gómez, J. (2010). Un estudio sobre la motivación hacia la escuela secundaria en estudiantes mexicanos. Revista Electrónica de Investigación Educativa, 12 (1), 1-21.
- Good, T. y Brophy, J. (1996). Psicología Educativa Contemporánea. México, D.F.: McGraw-Hill.
- Harackiewicz, J. M., Barron, K. E., Pintrich, P. R., Elliot, A. J., y Thrash, T. M. (2002). Revision of achievement goal theory: necessary and illuminating. Journal of Educational Psychology, 94, 638-645.
- León, J. (2010). Inteligencia emocional y motivación en el deporte. Tesis doctoral: Universidad de las Palmas de Gran Canaria.
- Martínez-Otero, V. (2003). Proyección educativa de la inteligencia. Revista Complutense de Educación, 14 (1), 57-82.
- Otis, N., Grouzet, F. y Pelletier, L. (2005). Latent Motivational Change in Academic Setting: A 3-Year Longitudinal Study. Journal of Educational Psychology, 97 (2), 170-183.
- Pintrich, P. R. (2000). Multiple goals, multiple pathways: the role of goal orientation in learning and achievement. Journal of Educational Psychology, 92, 544-555.
- Pintrich, P. R., Smith, D. A. F., García, T. y McKeachie, W. J. (1991). Motivated Strategies for Learning Questionnaire. Ann Arbor, MI: The University of Michigan.
- Ramírez, M. C., Canto, J. E., Bueno, J.A. y Echazarreta, A. (2013). Validación Psicométrica del Motivated Strategies for Learning Questionnaire en Universitarios Mexicanos. Electronic Journal of REsearch in Educational Psychology, 11 (1), 193-214.
- Reeve, J. (1994). Motivación y Emoción. Madrid: McGraw-Hill.
- Wolters, C. (2004). Advancing achievement goal theory: using goal structures and goal orientations to predict students´ motivation, cognition and achievement. Journal of Educational Psychology, 96, 236-250.
- Wolters, C., Yu, S. y Pintrich, P. (1996). The relation between goal orientation and students´ motivational beliefs and self-regulated learning. Learning Individual Differences, 8, 211-238.