O tipo de motivação importa para a preparação da faculdade
Palavras-chave:
Adolescente, Ansiedade, Motivação, Satisfação pessoal, AutoeficáciaResumo
Utilizando a Teoria da Autodeterminação, as relações entre motivação (autônoma e controlada), autoeficácia acadêmica, ansiedade de teste, satisfação com a vida e desempenho acadêmico foram estudadas em um grupo de alunos pré-universitários de Lima-Peru. Foram avaliados 252 alunos de ambos os sexos com idade entre 16 e 30 anos (Média = 17,69). A análise correlacional mostrou as associações esperadas entre as variáveis, e a análise da trajetória mostrou conformidade com as hipóteses propostas, uma vez que a autoeficácia acadêmica mediou a relação entre motivação autónoma, desempenho acadêmico e satisfação com a vida e, por sua vez, a ansiedade de teste mediou a relação entre motivação controlada e desempenho acadêmico e satisfação com a vida. São discutidas as implicações dos resultados empíricos na perspectiva da educação pré-universitária no Peru.
Downloads
Referências
Aelterman, N., Vansteenkiste, M., & Haerens, L. (2019). Correlates of students’ internalization and defiance of classroom rules: a Self-Determination Theory perspective. British Journal of Educational Psychology, 89, 22-40. https://doi. org/10.1111/bjep.12213
Antaramian, S. (2017). The importance of very high life satisfaction for students’ academic success. Cogent Education, 4(1), 1-10. https://doi.org/10:1080/2331186X.2017.1307622
Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human behavior (Vol. 4, pp. 71-81). Academic Press. (Reprinted in H. Friedman [Ed.], Encyclopedia of mental health. San Diego: Academic Press, 1998).
Bandura. A. (1997). Self-efficacy in changing societies. Cambridge University Press.
Bauermeister, J., Collazo, J., & Spielberger, C. (1983). The construction and validation of the Spanish form of the Test Anxiety Inventory: Inventario de Auto-Evaluación sobre Exámenes (IDASE). Series in Clinical and Community Psychology Stress and Anxiety, 2, 67-85.
Burger, K., & Samuel, R. (2017). The role of perceived stress and self-efficacy in Young people’s life satisfaction: A longitudinal study. Journal of Youth and Adolescence, 46(1), 78-90. https://doi.org/10.1007/s10964-016-0608-x
Carrillo, S., Salazar, V., & Leandro, S. (2019). Jóvenes y educación en Lima Metropolitana y Callao. Instituto de Estudios Peruanos.
Chávez, H., Morocho, J., Alvites, C., Vega, J., Solis, R., Ruelas, J., Gómez, J., Gómez, J. Warthon, E., & Salvador, B. (2017). Relación entre niveles de depresión y rendimiento académico en estudiantes preuniversitarios del ciclo ordinario 2015-1 de una universidad de Lima Metropolitana. Revista de Investigación en Psicología, 20(1), 107-118. https:// doi.org/10.15381/rinvp.v20i1.13352
Çikrıkci, Ö., Erzen, E., & Akistanbullu, I. (2018). Self-Esteem, and optimism as mediators in the relationship between test anxiety and life satisfaction among a school-based simple of adolescents. Journal of Psychologists and Counsellors in Schools, 1-20. https://doi.org/10.1017/jgc.2018.10
Congreso de la República del Perú. (2000). Código del Niño y del Adolescente. Ley N° 27337. Lima. Perú.
Deci, E., & Ryan, R. (1985). Intrinsic motivation and self-determination in human behavior. Plenum.
Deci, E., & Ryan, R. (2008). Self-Determination theory: a macrotheory of human motivation, development, and health. Canadian Psychology, 49(3):182-185. http://doi.org/0.1037/a0012801
Deci, E., & Ryan, E. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78. http://doi.org/10.1037110003- 066X.55.1.68
Deci, E., & Ryan, R. (2016). Optimizing students’ motivation in the Era of Testing and Pressure: a self-determination theory perspective. In W. Ch. Liu, J. Ch. Wang, & R. Ryan (Eds.), Building autonomous learners: perspectives from research and practice using Self-Determination Theory (pp. 9-29). Springer.
Diener, E., Emmons, R., Larsen, R. J., & Griffin, S. (1985). The satisfaction with life scale. Journal of Personality Assessment, 49, 71-75.
Diener, E., Inglehart, R., & Tay, L. (2013). Theory and validity of life satisfaction scale. Evaluating Life Satisfaction Measures, 1, 1-50. https://doi.org/10.1007/s11205-012-0076-y
Diseth, A., Danielsen, A. G., & Samdal, O. (2012). A path analysis of basic need support, self-efficacy, achievement goals, life satisfaction and academic achievement level among secondary school students. Educational Psychology, 32(3), 335-354. http://doi.org/10.1080/01443410.2012.657159
Doménech-Betoret, F., Abellán-Roselló, L., & Gómez-Artiga, A. (2017). Self-efficacy, satisfaction, and academic achievement: the mediator role of students’ expectancy-value beliefs. Frontiers in Psychology, 8, 1-12. http://doi. org/10.3389/fpsyg.2017.01193
Domenico, S., & Ryan, R. (2017). The emerging neuroscience of intrinsic motivation: a new frontier in self-determination research. Frontiers in Human Neuroscience, 11, 1-14. https://doi.org/103389/fnhum.2017.00145
Dominguez, S., Villegas, G., Yauri, C., Mattos E., & Ramírez, F. (2012). Propiedades psicométricas de una escala de autoeficacia para situaciones académicas en estudiantes universitarios peruanos. Revista de Psicología Universidad Católica San Pablo, 2(1), 27-39.
Etikan, I., Musa, S., & Alkassim, R. (2016). Comparison of convenience sampling and purposive sampling. American Journal of Theoretical and Applied Statistics, 5(1), 1-4. https://doi.org/10.11648/j.ajtas.20160501.11
Guadalupe, C., León, J., Rodríguez, J., & Vargas, S. (2017). Estados de la educación en el Perú: análisis y perspectivas de la educación básica. Grupo de Análisis para el Desarrollo (GRADE).
Guo, Y. (2018). The influence of academic autonomous motivation on learning engagement and life satisfaction in adolescents: the mediating role of basic psychological needs satisfaction. Journal of Education and Learning, 7(4), 254-261. https://doi.org/10.5539/ijel.v8n5p254
Honicke, T., & Broadbent, J. (2016). The relation of academic self-efficacy to university student academic performance: a systematic review. Educational Research Review, 17, 63-84. http://dx.doi.org/10.1016/j.edurev.2015.11.002
Hu, L., & Bentler, P. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1-55. https://doi.org/10.1080/10705519909540118
Instituto Nacional de Estadística e Informática. (2011). II Censo Nacional Universitario 2010. Instituto Nacional de Estadística e Informática. https://www.inei.gob.pe/media/MenuRecursivo/censos/cenaun_resultadosdefinitivos-_capitulo_01.pdf
Instituto Nacional de Estadística e Informática. (2015). Compendio Estadístico Perú. Instituto Nacional de Estadística e Informática. https://www.inei.gob.pe/media/MenuRecursivo/publicaciones_digitales/Est/Lib1253/cap05/ind05.htm
Jeno, L., Danielsen, A., & Raaheim, A. (2018). A prospective investigation of students’ academic achievement and dropout in higher education: Self-Determination Theory approach. Educational Psychology, 38(9), 1163-1184. https://doi.or g/10.1080/01443410.2018.1502412
Jöreskog, K. G., & Sörbom, D. (2001). LISREL 8 user’s reference guide. Scientific Software International.
Manrique, A. (2018). Factores de la educación preuniversitaria vinculados a la formación integral de los estudiantes del nivel secundario de la educación básica regular [Unpublished master’s thesis]. Universidad Católica Sedes Sapientiae, Lima, Perú.
Martela, F., Bradshaw, E., & Ryan, R. (2019). Expanding the map of intrinsic and extrinsic aspirations using network analysis and multidimensional scaling: examining four new aspirations. Frontiers in Psychology, 10(2174), 1-21. https:// doi.org/10.3389/fpsyg.2019.02174
Martínez, P. (2004). Perspectiva temporal futura y satisfacción con la vida a lo largo del ciclo vital. Revista de Psicología de la PUCP, 22(2), 215-252. https://doi.org/10.18800/psico.200402.003
Mixan, N. (2015). Apoyo a la autonomía, tipo de motivación y uso de estrategias de aprendizaje en estudiantes universitarios [Unpublished master’s thesis]. Pontificia Universidad Católica del Perú, Lima, Perú.
Oga-Baldwin, W., Nakata, Y., Parker, P., & Ryan, R. (2017). Motivating Young language learners: a longitudinal model of self-determined motivation in Elementary School foreign language classes. Contemporary Educational Psychology, 49, 140-150. https://doi.org/10.1016/j.cedpsych.2017.01.010
Outes-León, I., Sánchez, A., & Vakis, R. (2020). The power of believing you can get smarter: the impact of a Growth-Mindset Intervention on academic achievement in Peru. https://files.eric.ed.gov/fulltext/ED604386.pdf
Palenzuela, D. (1983). Construcción y validación de una escala de autoeficacia percibida específica de situaciones académicas. Análisis y Modificación de Conducta, 9(21), 185-219.
Pavot, W., & Diener, E. (1993). Review of the satisfaction with life scale. Psychological Assessment, 5(2), 164-172. https:// doi.org/10.1037/1040-3590.5.2.164
Pontificia Universidad Católica del Perú. (2015). Norma ética de la investigación. Pontificia Universidad Católica del Perú. https://posgrado.pucp.edu.pe/noticia/norma-etica-de-la-investigacion/
Quacquarelli Symonds. (2020): QS University Ranking: Latin America. https://www.topuniversities.com/university-rankings/ latin-american-university-rankings/2020
Roick, J., & Ringeisen, T. (2017). Self-efficacy, test anxiety, and academic success: a longitudinal validation. International Journal of Educational Research, 83, 84-93. https://doi.org/10.1016/j.ijer.2016.12.006
Rojas, A. (2016). Retos a la Educación Peruana en el Siglo XXI. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 14(1), 101-115.
Roth, G., Vansteenkiste, M., & Ryan, R. (2019). Integrative emotion regulation: Process and development from a self-determination theory perspective. Development and Psychopathology, 31, 1-12. https://doi.org/10.1017/ S0954579419000403
Ryan, R., & Deci, E. (2016). Facilitating and hindering motivation, learning, and well-being in schools: Research and observations from Self-Determination Theory. In K. R. Wentzel & D. Miele (Eds.), Handbook of motivation at school (2nd ed., pp. 96-117). Routledge.
Ryan, R., & Deci, E. (2017). Self Determination Theory: basic psychological needs in motivation, development, and wellness. Guilford Publications.
Ryan, R., & Deci, E. (2019). Brick by brick: The origins, development, and future of self- determination theory. In A. J. Elliot (Ed.), Advances in motivation science (Vol. 6, pp. 111-156). Elsevier Inc. https://doi.org/10.1016/bs.adms.2019.01.001
Ryan, R., & Deci, E. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, 101860. https://doi.org/10.1016/j. cedpsych.2020.101860
Soenens, B., Park, S. Y., Mabbe, E., Vansteenkiste, M., Chen, B., Van Petegem, S., & Brenning, K. (2018). The moderating role of vertical collectivism in South-Korean adolescents’ perceptions of and responses to autonomy-supportive and controlling parenting. Frontiers in Psychology, 9, e1080. https://doi.org/10.3389/fpsyg.2018.01080
Skinner, E., Saxton, E., Currie, C., & Shusterman, G. (2017). A motivational account of the undergraduate experience in science: brief measures of students’ self-system appraisals, engagement in coursework, and identity as a scientist. International Journal of Science Education, 39(17), 2433-2459. https://doi.org/10.1080/09500693.2017.1387946
Spielberger, C. (1980). Tensión y ansiedad. Harla.
Sung, Y., Chao, T., & Tseng, F. (2016). Reexamining the relationship between test anxiety and learning achievement: an individual differences perspective. Contemporary Educational Psychology, 46, 241-52. https://doi.org/10.1016/j. cedpsych.2016.07.001
Toros, T., Kesilmis, I., & Bashan, I. (2018). Relationship between self-efficacy and life satisfaction according to exercise participation in obese female university students. Journal of Human Sciences, 15(4), 1847-1853. http://doi:10.14687/ jhs.v15i4.5501
Van den Broeck, A., Ferris, L., Chang, C-H., & Rosen, C.-H. (2016). A review of Self-Determination Theory’s Basic Psychological Needs at Work. Journal of Management, 42(5), 1195-1229. https://doi.org/10.1177/0149206316632058
Vansteenkiste, M., Aelterman, N., De Muynck, G., Haerens, L., Patall, E., & Reeve, J. (2018). Fostering personal meaning and self-relevance: a self-determination theory perspective on internalization. Journal of Experimental Education, 86, 30-49. https://doi.org/10.1080/00220973.2017.1381067
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(3), 671-688. https://doi. org/10.1037/a0015083
Vansteenkiste, M., Smeets, S., Soenens, B., Lens, W., Matos, L., & Deci, E. (2010). Autonomous and controlled regulation of performance-approach goals: Their relations to perfectionism and educational outcomes. Motivation and Emotion, 34(4), 333-353. https://doi.org/10.1007/s11031-010-9188-3
Villegas, G., Domínguez, L., Sotelo, L., & Sotelo, L. (2012). Propiedades psicométricas del Inventario de Autoevaluación de la Ansiedad ante exámenes (IDASE) en universitarios de Lima. Revista Mexicana de Psicología Educativa, 3(1), 15-21.
Wang, J., Ng, B., Liu, W., & Ryan, R. (2016). Can being autonomy-supportive in teaching improve students’ self-regulation and performance? Building Autonomous Learners, 227-243. https://doi.org/10.1007/978-981-287-630-0_12
Yu, Sh., Chen, B., Levesque-Bristol, C., & Vansteenkiste, M. (2018). Chinese education examined via the Lens of Self-Determination. Educational Psychology Review, 30, 177-214. https://doi.org/101007/s10648-016-9395-x
Downloads
Publicado
Como Citar
Edição
Seção
Licença
Copyright (c) 2022 Ivan Iraola-Real, Lennia Matos, Rafael Gargurevich
Este trabalho está licenciado sob uma licença Creative Commons Attribution 4.0 International License.
