Efectos de la motivación académica y de la inteligencia emocional en el compromiso académico en adolescentes peruanos de educación secundaria
Barra lateral del artículo
556)
Contenido principal del artículo
Autores/as
Resumen
740
El estudio tiene como objetivo evaluar los efectos directos e indirectos de la motivación académica y la inteligencia emocional en el compromiso académico. Es una investigación cuantitativa y predictiva, mediante el análisis de ecuaciones estructurales (SEM), compuesta por 416 estudiantes peruanos que respondieron a tres instrumentos para evaluar las variables. Los resultados refirieron efectos significativos de la inteligencia emocional y la motivación en el compromiso escolar; simultáneamente la inteligencia emocional predijo la motivación con óptimos índices de bondad de ajuste. También se realizó un análisis multigrupo SEM que determinó la invarianza estructural del modelo predictivo en función del sexo y la edad. Se concluye que el rol mediador de la motivación académica entre la inteligencia emocional y el compromiso académico es importante para un mejor rendimiento académico. El modelo mediador fue equivalente entre mujeres y hombres, así como entre adolescentes más jóvenes y mayores.
Palabras clave
Referencias
Affuso, G., Zannone, A., Esposito, C., Pannone, M., Miranda, M. C., De Angelis, G. y Bacchini, D. (2022). The effects of teacher support, parental monitoring, motivation and self-efficacy on academic performance over time. European Journal of Psychology of Education, 1-23. https://doi.org/10.1007/s10212-021-00594-6
Albrecht, S. L., Green, C. R. y Marty, A. (2021). Meaningful work, job resources, and employee engagement. Sustainability, 13(7), e4045. https://doi.org/10.3390/su13074045
Ananda, N. A. (2020). Influence of Motivation, Emotional Intelligence and Social Economic Background on Student Learning Achievements. SSRN. https://dx.doi.org/10.2139/ssrn.3647389
Ato, M. y Vallejo, C. (2015). Diseño de investigación en psicología. Pirámide.
Ayandele, O., Ramos-Vera, C. A., Iorfa, S. K., Chovwen, C. O. y Olapegba, P. O. (2021). Exploring the complex pathways between the fear of COVID-19 and preventive health behavior among Nigerians: Mediation and moderation analyses. The American Journal of Tropical Medicine and Hygiene, 105(3), 701- 707. https://doi.org/10.4269/ajtmh.20-0994
Cajusol Baldeón, E. M. y Rivas Díaz, L. H. (2021). Relación entre Motivación Académica y Rendimiento Académico en los estudiantes de Enfermería de la UNMSM. TecnoHumanismo, 1(11), 128-146. https://doi.org/10.53673/th.v1i11.75
Bang, H., Won, D. y Park, S. (2020). School engagement, self-esteem, and depression of adolescents: The role of sport participation and volunteering activity and gender differences. Children and Youth Services Review, 113, 105012. https://doi.org/10.1016/j.childyouth.2020.105012
Barca-Lozano, A., Almeida, L. S., Porto-Rioboo, A. M., Peralbo-Uzquiano, M. y Brenlla-Blanco, J. C. (2012). Motivación escolar y rendimiento: impacto de metas académicas, de estrategias de aprendizaje y autoeficacia. Anales de Psicología, 28(3), 848-859. https://revistas.um.es/analesps/article/download/analesps.28.3.156101/150191
Barca-Lozano, A., Montes-Oca, G. y Moreta, Y. (2019). Motivación, enfoques de aprendizaje y rendimiento académico: Impacto de metas académicas y atribuciones causales en estudiantes universitarios de educación de la República Dominicana. Revista Caribeña de Investigación Educativa (RECIE), 3(1), 19-48. https://doi.org/10.32541/recie.2019.v3i1.pp19-48
Barragán Martín, A. B., Pérez-Fuentes, M., Molero, M., Martos, A., Simón, M., Sisto, M. y Gázquez, J. J. (2021). Emotional Intelligence and Academic Engagement in Adolescents: The Mediating Role of Self-Esteem. Psychology Research and Behavior Management, 14, 307-316. https://doi.org/10.2147/PRBM.S302697
Bugler, M., McGeown, S. P. y Clair-Thompson, H. (2015). Gender differences in adolescents’ academic motivation and classroom behaviour. Educational Psychology, 35(5), 541-556. https://doi.org/10.1080/01443410.2013.849325
Bureau, J. S., Howard, J. L., Chong, J. X. y Guay, F. (2022). Pathways to Student Motivation: A Meta-Analysis of Antecedents of Autonomous and Controlled Motivations. Review of Educational Research, 92(1), 46-72. https://doi.org/10.3102/00346543211042426
Chapman, J. (1988). Cognitive-motivational characteristics and academic achievement of learning-disabled children: A longitudinal study. Journal of Educational Psychology, 80(3), 357-365. http://psycnet.apa.org/doi/10.1037/0022-0663.80.3.357
Chinyere, O. T. y Afeez, Y. S. (2019). Influence of emotional intelligence ability level of electrical/electronic technology university students on academic motivation and attitude to study. The International Journal of Electrical Engineering & Education, 59(3), 191-231. http://doi.org/10.1177/0020720919840984
Covarrubias-Apablaza, C. G., Acosta-Antognoni, H. y Mendoza-Lira, M. (2019). Relación de autorregulación del aprendizaje y autoeficacia general con las metas académicas de estudiantes universitarios. Formación Universitaria, 12(6), 103-114. http://doi.org/10.4067/S0718-50062019000600103
Datu, J. A. D., King, R. B. y Valdez, J. P. M. (2018). Psychological capital bolsters motivation, engagement, and achievement: Cross-sectional and longitudinal studies. The Journal of Positive Psychology, 13(3), 260-270. https://doi.org/10.1080/17439760.2016.1257056
Deci, E. L., Ryan, R. M., Gagné, M., Leone, D. R., Usunov, J. y Kornazheva, B. P. (2001). Need satisfaction, motivation, and well-being in the work organizations of a former Eastern Bloc country. Personality and Social Psychology Bulletin, 27, 930-942. https://doi.org/10.1177/0146167201278002
Diseth, Å., Mathisen, F. K. S. y Samdal, O. (2020). A comparison of intrinsic and extrinsic motivation among lower and upper secondary school students. Educational Psychology, 40(8), 961-980. https://doi.org/10.1080/01443410.2020.1778640
Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist, 92(1), 128-150. https://doi.org/10.1037/0003-066X.41.10.1040
Efron, B. y Tibshirani, R. (1985). The bootstrap method for assessing statistical accuracy. Behaviormetrika, 12(17), 1-35. https://doi.org/10.2333/bhmk.12.17_1
Elliot, A. J., Dweck, C. S. y Yeager, D. S. (2017). Handbook of competence and motivation: Theory and application. Guilford.
Engels, M. C., Colpin, H., Wouters, S., Van Leeuwen, K., Bijttebier, P., Van Den Noortgate, W., Goossens, L. y Verschueren, K. (2019). Adolescents’ peer status profiles and differences in school engagement and loneliness trajectories: A person-centered approach. Learning and Individual Differences, 75, e101759. https://doi.org/10.1016/j.lindif.2019.101759
Extremera Pacheco, N., Rey, L. y Sánchez-Álvarez, N. (2019). Validation of the Spanish version of the Wong Law emotional intelligence scale (WLEIS-S). Psicothema, 31(1), 94-100. https://doi.org/10.7334/psicothema2018.147
Ferguson, C. J. (2009). An effect size primer: a guide for clinicians and researchers. Professional Psychology: Research and Practice, 40(5), 532-538. https://doi.org/10.1037/a0015808
Fredricks, J. A., Parr, A. K., Amemiya, J. L., Wang, M. T. y Brauer, S. (2019). What matters for urban adolescents’ engagement and disengagement in school: A mixed-methods study. Journal of Adolescent Research, 34(5), 491-527. https://doi.org/10.1177/0743558419830638
González Cabanach, R., Valle, A., Núñez, J. C. y González-Pienda, J. A. (1996). Una aproximación teórica al concepto de metas académicas y su relación con la motivación escolar. Psicothema, 8(1), 45-61. https://digibuo.uniovi.es/dspace/bitstream/handle/10651/29565/?sequence=1
Hair, J. F., Black, W. C., Babin, B. J. y Anderson, R. E. (2014). Multivariate Data Analysis. Pearson.
Hayamizu, T. y Weiner, B. (1991). A Test of Dweck’s Model of Achievement Goals as Related to Perceptions of Ability. The Journal of Experimental Education, 59(3), 226-234. https://doi.org/10.1080/00220973.1991.1080656
Howard, J. L., Bureau, J. S., Guay, F., Chong, J. X. Y. y Ryan, R. M. (2021). Student motivation and associated outcomes: A meta-analysis from self-determination theory. Perspectives on Psychological Science, 16(6), 1300-1323. https://doi.org/10.1177/1745691620966789
Hu, L. y Bentler, P. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1-55. https://doi.org/10.1080/10705519909540118
Inchley, J., Currie, D., Budisavljevic, S., Torsheim, T., Jaastad, A., Cosma, A., Kelly, C. y Arnarsson, A. M. (Eds.) (2020). Spotlight on adolescent health and well-being. Findings from the 2017/2018 Health Behaviour in Schoolaged Children (HBSC) survey in Europe and Canada. International report, 1. WHO Regional Office for Europe. https://apps.who.int/iris/bitstream/hand le/10665/332104/9789289055017-eng.pdf
Jang, H., Kim, E. J. y Reeve, J. (2016). Why students become more engaged or more disengaged during the semester: A self-determination theory dualprocess model. Learning and Instruction, 43, 27-38. https://doi.org/10.1016/j.learninstruc.2016.01.002
Karababa, A. (2022). School engagement and self-esteem among Turkish secondary school students: A moderated-mediation model for academic achievement and gender. Psychology in the Schools, 59(6), 1088-1104. https://doi.org/10.1002/pits.22663
Kessels, U. y Van Houtte, M. (2021). Side effects of academic engagement? How boys’ and girls’ well-being is related to their engagement and motivational regulation. Gender and Education, 34(6), 627-642. https://doi.org/10.1080/09540253.2021.2011840
Li, C. H. (2016). The performance of ML, DWLS, and ULS estimation with robust corrections in structural equation models with ordinal variables. Psychological Methods, 21(3), 369-387. https://doi.org/10.1037/met0000093
Martin, A. J., Ginns, P., Anderson, M., Gibson, R. y Bishop, M. (2021). Motivation and engagement among Indigenous (Aboriginal Australian) and non-Indigenous students. Educational Psychology, 4(1), 1-21. https://doi.org/10.1080/01443410.2021.1879994
Martínez-Monteagudo, M. C., Delgado, B., Sanmartín, R., Inglés, C. J. y García- Fernández, J. M. (2018). Academic goal profiles and learning strategies in adolescence. Frontiers in Psychology, 9, e1892. https://doi.org/10.3389/fpsyg.2018.01892
Matos, A. G., Otero, I. y Socarrás, D. (2019). Adaptación de la subescala de motivación académica SEMAP en estudiantes universitarios cubanos. Didasc@lia: Didáctica y Educación, 10(6), 50-64. http://revistas.ult.edu.cu/index.php/didascalia/article/view/1082
Maulana, R., Helms-Lorenz, M. y van de Grift, W. (2016). The Role of Autonomous Motivation for Academic Engagement of Indonesian Secondary School Students: A Multilevel Modelling Approach. The Psychology of Asian Learners, 1(1), 237-251. https://doi.org/10.1007/978-981-287-576-1_15
Merino-Tejedor, E., Hontangas, P. M. y Petrides, K. V. (2018). Career adaptability mediates the effect of trait emotional intelligence on academic engagement. Revista Psicodidáctica, 23(2), 77-85. https://doi.org/10.1016/j.psicoe.2017.10.002
Oporto Alonso, M., Fernández Andújar, M. y Calderón, C. (2022). Influence of Facilitating and Hindering Variables of Academic Engagement in Spanish Secondary Students. International Journal of Instruction, 15(1), 39-54. https://doi.org/10.29333/iji.2022.1513a
Pintrich, P. R. (2003). A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of Educational Psychology, 95, 667-686. https://doi.org/10.1037/0022-0663.95.4.667
Pozo-Rico, T., Sánchez, B., Castejón, J. L. y Gilar, R. (2018). Training course on emotional intelligence: the experience of emotional intelligence in a secondary education project. Publicaciones, 48(2), 235-255. https://doi.org/10.30827/publicaciones.v48i2.8342
Preacher, K. J. y Kelley, K. (2011). Effect size measures for mediation models: quantitative strategies for communicating indirect effects. Psychological Methods, 16(2), 93-115. https://doi.org/10.1037/a0022658
Ramos-Vera, C. A. (2021). Beyond sample size estimation in clinical univariate analysis. An online calculator for structural equation modeling and network analysis on latent and observable variables. Nutricion Hospitalaria, 38(6), 1310- 1311. http://doi.org/10.20960/nh.03751
Ramos-Vera, C., Ramírez, Y. B., Rojas, E. R., Serpa-Barrientos, A. y García, F. E. (2021). Evidencias psicométricas mediante SEM y análisis de red del “Inventario de Crecimiento Postraumático” en adolescentes peruanos. Psicología Conductual, 29(2), 417-436. http://doi.org/10.51668/bp.8321212s
Rigo, D. Y. y Donolo, D. (2018). Modelos de ecuaciones estructurales usos en investigación psicológica y educativa. Revista Interamericana de Psicología/Interamerican Journal of Psychology, 52(3), 345-357. https://doi.org/10.30849/rip%20ijp.v52i3.388
Rijnhart, J. J., Twisk, J. W., Chinapaw, M. J., de Boer, M. R. y Heymans, M. W. (2017). Comparison of methods for the analysis of relatively simple mediation models. Contemporary Clinical Trials Communications, 7, 130-135. https://doi.org/10.1016/j.conctc.2017.06.005
Roy, B., Sinha, R. y Suman, S. (2013). Emotional intelligence and academic achievement motivation among adolescents: a relationship study. Researchers World, 4(2), 126-130. https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.434.7614&rep=rep1&type=pdf
Ryan, R. M. y Deci, E. L. (2020). Intrinsic and extrinsic motivation from a selfdetermination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, e101860. https://doi.org/10.1016/j.cedpsych.2020.101860
Salovey, P. y Grewal, D. (2005). The science of emotional intelligence. Current Directions in Psychological Science, 14(6), 281-285. https://doi.org/10.1111/j.0963-7214.2005.00381.x
Santos, A. C., Simões, C., Cefai, C., Freitas, E. y Arriaga, P. (2021). Emotion regulation and student engagement: Age and gender differences during adolescence. International Journal of Educational Research, 109, e101830. https://doi.org/10.1016/j.ijer.2021.101830
Schaufeli, W. y Bakker, A. (2004). Job demands, job resources, and relationship with burnout and engagement: a multisample study. Journal of Organizational Behavior, 25(3), 293-315. https://doi.org/10.1002/job.248
Schaufeli, W. B., Salanova, M., González-Romá, V. y Bakker, A. B. (2002). The measurement of engagement and burnout: A two sample confirmatory factor analytic approach. Journal of Happiness Studies, 3(1), 71-92. https://doi.org/10.1023/A:1015630930326
Serrano, C. y Andreu, Y. (2016). Inteligencia emocional percibida, bienestar subjetivo, estrés percibido, engagement y rendimiento académico en adolescentes. Revista de Psicodidáctica, 21(2), 357-374. https://dialnet.unirioja.es/servlet/articulo?codigo=5565745&orden=0&info=link
Serrano, C., Andreu, Y., Murgui, S. y Martínez, P. (2019). Psychometric Properties of Spanish Version Student Utrecht Work Engagement Scale (UWES-S-9) in High-school Students. The Spanish Journal of Psychology, 22, e21. https://doi.org/10.1017/sjp.2019.25
Shumacker, R. E. y Lomax, R. G. (2016). A beginner’s guide to structural equation modeling. Routledge.
Skinner, E. A., Kindermann, T. A. y Furrer, C. J. (2009). A motivational perspective on engagement and disaffection: Conceptualization and assessment of children’s behavioral and emotional participation in academic activities in the classroom. Educational and Psychological Measurement, 69(3), 493-525. https://doi.org/10.1177/0013164408323233
Skinner, E. A., Pitzer, J. R. y Steele, J. S. (2016). Can student engagement serve as a motivational resource for academic coping, persistence, and learning during late elementary and early middle school? Developmental Psychology, 52(12), 2099-2117. https://doi.org/10.1037/dev0000232
Strati, A. D., Schmidt, J. A. y Maier, K. S. (2017). Perceived challenge, teacher support, and teacher obstruction as predictors of student engagement. Journal of Educational Psychology, 109(1), 131-147. https://psycnet.apa.org/doi/10.1037/edu0000108
Tam, H. L., Kwok, S. Y. C. L., Hui, A. N. N., Chan, D. K. Y., Leung, C., Leung, J., Leung, J., Lo, H. y Lai, S. (2021). The significance of emotional intelligence to students’ learning motivation and academic achievement: A study in Hong Kong with a Confucian heritage. Children and Youth Services Review, 121, e105847. https://doi.org/10.1016/j.childyouth.2020.105847
Trigueros, R., Aguilar-Parra, J. M., Cangas, A. J., Bermejo, R., Ferrándiz, C. y López- Liria, R. (2019). Influence of emotional intelligence, motivation and resilience on academic performance and the adoption of healthy lifestyle habits among adolescents. International Journal of Environmental Research and Public Health, 16(16), e2810. https://doi.org/10.3390/ijerph16162810
Tu, K. M., Cai, T. y Li, X. (2020). Adolescent coping with academic challenges: The role of parental socialization of coping. Journal of Adolescence, 81, 27-38. https://doi.org/10.1016/j.adolescence.2020.03.008
Urquijo, I. y Extremera, N. (2017). Satisfacción académica en la universidad: relaciones entre inteligencia emocional y engagement académico. Electronic Journal of Research in Education Psychology, 15(43), 553-573. http://www.investigacion-psicopedagogica.org/revista/new/ContadorArticulo.php?1201
Usán, P. y Salavera, C. (2018). Academic performance, emotional intelligence and academic engagement in adolescents. Electronic Journal of Research in Educational Psychology, 17(47), 5-26. http://repositorio.ual.es/bitstream/handle/10835/7547/1879-7049-1-PB%20%281%29.pdf?sequence=2&isAllowed=y
Wang, M. T. y Eccles, J. S. (2013). School context, achievement motivation, and academic engagement: A longitudinal study of school engagement using a multidimensional perspective. Learning and Instruction, 28, 12-23. https://doi.org/10.1016/j.learninstruc.2013.0
Wong, C. S. y Law, K. S. (2002). The effects of leader and follower emotional intelligence on performance and attitude: An exploratory study. Leadership Quarterly, 13, 243-274. https://doi.org/10.1016/S1048-9843(02)00099-1
Zeidner, M., Matthews, G. y Roberts, R. D. (2012). The emotional intelligence, health, and well-being nexus: What have we learned and what have we missed? Applied Psychology: Health and Well-Being, 4(1), 1-30. https://doi.org/10.1111/j.1758-0854.2011.01062.x
hang, X., Pomerantz, E. M., Qin, L., Logis, H., Ryan, A. M. y Wang, M. (2019). Early adolescent social status and academic engagement: Selection and influence processes in the United States and China. Journal of Educational Psychology, 111(7), 1300-1316. https://doi.org/10.1037/edu0000333
Métricas
|
|
Detalles
Detalles del artículo
Esta obra está bajo licencia internacional Creative Commons Reconocimiento-NoComercial-SinObrasDerivadas 4.0.
CESIÓN DE DERECHOS
Al enviar el artículo para su evaluación y posterior publicación en la revista Estudios sobre Educación, el AUTOR cede de manera exclusiva los derechos de comunicación pública, reproducción, distribución y venta para su explotación comercial a la Universidad de Navarra a través de su Servicio de Publicaciones, por el plazo máximo legal vigente -toda la vida del autor y setenta años después de su muerte o declaración de fallecimiento-, en cualquier país, y en cualquiera de las actuales y futuras modalidades de edición tanto en versión impresa como electrónica.
En el caso de que el artículo no fuera aceptado para su publicación, esta cesión de derechos decae con la comunicación de la negativa al AUTOR.
El AUTOR afirma que el artículo es inédito, que no ha sido enviado simultáneamente a otro medio de publicación y que los derechos no han sido cedidos de forma exclusiva con anterioridad. Se hace responsable frente a la Universidad de Navarra a través de su Servicio de Publicaciones de la autoría y originalidad de su obra, así como de todas las cargas pecuniarias que pudieran derivarse para Universidad de Navarra a través de su Servicio de Publicaciones, a favor de terceros con motivo de acciones, reclamaciones o conflictos derivados del incumplimiento de obligaciones por parte del AUTOR.
