Motivación y disposiciones: enfoques alternativos para explicar el desempeño de habilidades de pensamiento crítico
Palabras clave:
Motivación, Disposiciones, Pensamiento críticoAgencias de apoyo:
Fundación Samuel Solórzano Barruso (España) y CONICYT Chile a través de su proyecto Fondecyt 1120351.Resumen
El pensamiento crítico depende del grado de dominio de ciertas habilidades y de la voluntad de ponerlas en juego cuando se razona. Este segundo aspecto ha sido abordado tradicionalmente desde la perspectiva de las disposiciones (Facione, 1990); sin embargo, este enfoque manifiesta problemas, a nivel teórico y práctico, para explicar y desarrollar el pensamiento crítico. Ante ello, proponemos abordar el problema desde la perspectiva de la Motivación (Eccles y Wigfield, 2002). La presente investigación evalúa la conveniencia de optar por uno u otro para explicar el desempeño del pensamiento crítico tanto a nivel teórico como en su capacidad predictiva. Se analizaron teóricamente las fortalezas y debilidades de ambas perspectivas y se contrastaron medidas de disposiciones (CCTDI), motivación (EMPC) y pensamiento crítico (CCTST) en una muestra de universitarios españoles. Los resultados muestran que la variabilidad en el desempeño del pensamiento crítico es explicada de mejor manera por la motivación que por las disposiciones. Por último, se discuten la conveniencia teórica y práctica (intervención educacional) de estas aproximaciones.Descargas
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Referencias
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Bandura, A. (1977a). Self-efficacy: Toward a unifying theory of behavioral change. Psychological review, 84(2), 191-215.
Bandura, A. (1977b). Self-Efficacy: toward unifying theory of behavior change. Psychological review(84), 191-215.
Bandura, A. (1986). Social foundations of thought and action. New York: Prentice-Hall.
Bandura, A. (1990). Perceived self-efficacy in the exercise of control over AIDS infection. Evaluation and program planning, 13(1), 9-17.
Bandura, A. (1997). Self-Efficacy: The Exercise of control. New York: W.H. Freeman and Company.
Bandura, A., Barbaranelli, C., Caprara, G., & Pastorelli, C. (1996). Multifaceted impact of self-efficacy beliefs on academic functioning. Child Development, 67(3), 1206-1222.
Bandura, A., & Locke, E. (2003). Negative self-efficacy and goal effects revisited. Journal of Applied Psychology, 88(1), 87-99.
Bandura, A., & Ramachaudran, V. S. (1994). Self-Efficacy Encyclopedia of human behavior (pp. 71-81). New York: Academic Press.
Beas, J., Santa Cruz, J., Thomsen, P., & Utreras, S. (2001). Enseñar a pensar para aprender mejor. Santiago: Ediciones Universidad Católica de Chile.
Bong, M. (2001). Role of self-efficacy and task-value in predicting college students' course performance and future enrollment intentions. Contemporary educational psychology, 26(4), 553-570.
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum.
Deci, E. L., & Ryan, R. M. (1999). A Meta-Analytic Review of Experiments Examining the Effects of Extrinsic Rewards on Intrinsic Motivation. Psychological bulletin, 125(6), 627-668.
Deci, E. L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. (1991). Motivation and Education: The Self-Determination Perspective. Educational Psychologist, 26(3/4), 325-346.
Eccles, J., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., . . . Spence, J. T. (1983). Expectancies, values, and academic behaviors Achievement and achievement motivation (pp. 75-146). San Francisco, CA: W.H.Freeman.
Eccles, J., & Wigfield, A. (2002). Motivational beliefs, Values and Goals. In S. T. Fiske, D. L. Schacter & C. Sahn-Waxler (Eds.), Annual Review of Psychology (pp. 109-132). Palo Alto, CA: Annual Reviews.
Ennis, R. H. (1996). Critical Thinking. Upper Saddle River, New Jersey: Prentice-Hall.
Evans, J. S. B. T. (2003). In two minds: dual process accounts of reasoning. Trends in Cognitive Sciences, 7(10), 454-459.
Facione, P. A. (1990). APA Delphi Research Report, Critical Thinking: A Statement of Expert Consensus for Purposes of Educational Assessment and Instruction. ERIC Doc.No.: ED, 315, 423.
Facione, P. A. (1995a). CCTST Form A and Form B CapScore™ Interpretation Document. Millbrae, CA: The California academic Press.
Facione, P. A. (1995b). CCTST. Prueba de habilidad en pensamiento crítico de California (versión castellana). Millbrae, CA: The California academic Press.
Facione, P. A. (2007). Pensamiento crítico: qué es y por qué es importante.
Facione, P. A., & Facione, N. C. (1992). The California Critical Thinking Dispositions Inventory (CCTDI); and the CCTDI Test Manual. Millbrae, CA: The California Academic Press.
Facione, P. A., Facione, N. C., & Giancarlo, C. A. F. (2000). The disposition toward critical thinking: Its character, measurement, and relationship to critical thinking skill. Informal Logic, 20(1), 61-84.
Facione, P. A., Sanchez, C., Facione, N. C., & Gainen, J. (1995). The disposition toward critical thinking. Journal of General Education, 44(1), 1-25.
Frensch, P. A. (1998). One concept, multiple meanings. On how to define the concept of implicit learning. In M. A. Stadler & P. A. Frensch (Eds.), Handbook of implicit learning. California: Sage Publications.
Gibbs, C. (2003). Explaining effective teaching: self-efficacy and thought control of action. Journal of Educational Enquiry, 4(2), 1-14.
González, J. H. (2006). Discernimiento: Evolución del Pensamiento Crítico en la educación superior, el proyecto educativo de la Universidad Icesi. Cali: Universidad Icesi.
Kimble, G. A. (1995). Psychology: The hope of a science: MIT Press.
Linstone, H. A., & Turoff, M. (1975). El Método Delphi. Técnicas y Aplicaciones. México DF: Editorial Addison-Wesley.
Linstone, H. A., & Turoff, M. (2011). Delphi: A brief look backward and forward. Technological Forecasting and Social Change, 78(9), 1712-1719.
Long, J. F., Monoi, S., Harper, B., Knoblauch, D., & Murphy, P. K. (2007). Academic Motivation and Achievement Among Urban Adolescents. Urban education, 42(3), 196-222.
Neuville, S. (2004). La perception de la valeur des activités d'apprentissage : étude des déterminants et effets. (Doctoral Thesis), Université Catholique de Louvain, Louvain la Neuve.
Neuville, S., Bourgeois, É., & Frenay, M. (2004). The subjective task value: clarification of a construct. In S. Neuville (Ed.), La perception de la valeur des activités d'apprentissage : étude des déterminants et effets. Louvain la neuve: Unpublished Doctoral Thesis. Université Catholique de Louvain.
Neuville, S., Frenay, M., & Bourgeois, É. (2007). Task Value, Self-Efficacy and Goal Orientations: Impact on self-regulated learning, choice and performance among university students. Psychologica Belgica, 47(1), 95-117.
Nieto, A., & Valenzuela, J. (2012). A Study of the Internal Structure of Critical Thinking Dispositions. Inquiry: Critical Thinking Across the Disciplines, 27(1), 31-38. doi: 10.5840/inquiryct20122713
Noveck, I., Mercier, H., Rossi, S., & Van der Henst, J. B. (2007). Psichologie cognitive du raisonnement. In S. Rossi & J. B. Van der Henst (Eds.), Psychologies du raisonnement. Bruxelles: de Boeck.
Pajares, F. (1996). Self-Efficacy beliefs in Academic Settings. Review of Educational research, 66(4), 543-578.
Perkins, D., Jay, E., & Tishman, S. (1993). Beyond Abilities: A Dispositional Theory of Thinking. Merrilll Palmer Quaterly 39, 1-1.
Radel, R., Sarrazin, P., Legrain, P., & Wild, T. C. (2010). Social contagion of motivation between teacher and student: Analyzing underlying processes. Journal of Educational Psychology, 102(3), 577-587. doi: 10.1037/a0019051
Rivas, S., & Saiz, C. (2012). Validación y propiedades psicométricas de la prueba de pensamiento crítico PENCRISAL. REMA, 17(1), 18-34.
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78.
Saiz, C. (2002). Enseñar o aprender a pensar. Escritos de Psicología, 6, 53-72.
Schiefele, U. (1991). Interest, Learning, and Motivation. Educational Psychologist, 26(3/4), 299.
Schunk, D. (1991). Self-efficacy and academic motivation. Educational Psychologist, 26(3&4), 207-231.
Silvia, P. J. (2006). Exploring the Psychology of Interest. Oxford: Oxford University Press.
Thoonen, E. E. J., Sleegers, P. J. C., Peetsma, T. T. D., & Oort, F. J. (2011). Can teachers motivate students to learn? Educational Studies, 37(3), 345-360.
Tishman, S., & Andrade, A. (1999). Disposiciones de pensamiento: Una revisión de teorías, prácticas y temas de actualidad. Disponible en: learnweb.harvard.edu/andes/thinking/docs/Dispositions.pdf (Consulta: 28 febrero 2006).
Tishman, S., & Andrade, A. (2004). Disposiciones de pensamiento: Una revisión de teorías, prácticas y temas de actualidad.
Tishman, S., Perkins, D. N., & Tishman, S. (2012). El lenguaje del pensamiento: Portal Educativo de las Américas, Organización de los Estados Americanos.
Valenzuela, J. (2007). Escala Motivacional de Pensamiento Crítico. Salamanca: Facultad de Psicología. Universidad de Salamanca.
Valenzuela, J., & Nieto, A. (2008). Motivación y Pensamiento Crítico: Aportes para el estudio de esta relación. Revista Electrónica de Motivación y Emoción, 28(1), 1-8. http://reme.uji.es/articulos/numero28/article3/texto.html
Valenzuela, J., Nieto, A., & Saiz, C. (2010). Percepción del coste de utilización Pensamiento crítico en universitarios chilenos y españoles. Electronic Journal of Research in Educational Psychology, 8(2), 689-706.
Valenzuela, J., Saiz, C., & Nieto, A. (2011). CTMS: a contribution for the study of relationship between Critical thinking and Motivation. Electronic Journal of Research in Educational Psychology, 9(2), 823-848.
Vansteenkiste, M., Lens, W., & Deci, E. L. (2006). Intrinsic versus extrinsic goal contents in self-determination theory: Another look at the quality of academic motivation. Educational Psychologist, 41(1), 19-31.
Weiner, B. (1985). An attributional theory of achievement motivation and emotion. Psychological review, 92(4), 548-573.
Weiner, B. (2008). Reflections on the History of Attribution Theory and Research. Social Psychology, 39(3), 151-156.
Wigfield, A., & Cambria, J. (2010). Students' achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes. Developmental Review.
Wigfield, A., & Eccles, J. (1992). The development of achievement task values: A theoretical analysis. Developmental Review, 12, 265-310.
Wigfield, A., & Eccles, J. (2002). The development of competence beliefs, expectancies for success, and achievement values from childhood through adolescence Development of achievement motivation (pp. 91–120).
Wigfield, A., Eccles, J., & Roeser, R. (1998). Relations of young children’s ability related beliefs to their subjective task values, performance, and effort. Paper presented at the ‘‘Motivation and affect in the classroom’’ (P. Pintrich, Organizer) at the International Congress of Applied Psychology, San Francisco.
Zimmerman, B. J. (1995). Self-efficacy and educational development. In A. Bandura (Ed.), Self-efficacy in changing societies (pp. 202-231). New York: Cambridge University Press.
Zimmerman, B. J. (2000). Self-Efficacy: An Essential Motive to Learn. Contemporary educational psychology, 25(1), 82-91.
Bandura, A. (1977a). Self-efficacy: Toward a unifying theory of behavioral change. Psychological review, 84(2), 191-215.
Bandura, A. (1977b). Self-Efficacy: toward unifying theory of behavior change. Psychological review(84), 191-215.
Bandura, A. (1986). Social foundations of thought and action. New York: Prentice-Hall.
Bandura, A. (1990). Perceived self-efficacy in the exercise of control over AIDS infection. Evaluation and program planning, 13(1), 9-17.
Bandura, A. (1997). Self-Efficacy: The Exercise of control. New York: W.H. Freeman and Company.
Bandura, A., Barbaranelli, C., Caprara, G., & Pastorelli, C. (1996). Multifaceted impact of self-efficacy beliefs on academic functioning. Child Development, 67(3), 1206-1222.
Bandura, A., & Locke, E. (2003). Negative self-efficacy and goal effects revisited. Journal of Applied Psychology, 88(1), 87-99.
Bandura, A., & Ramachaudran, V. S. (1994). Self-Efficacy Encyclopedia of human behavior (pp. 71-81). New York: Academic Press.
Beas, J., Santa Cruz, J., Thomsen, P., & Utreras, S. (2001). Enseñar a pensar para aprender mejor. Santiago: Ediciones Universidad Católica de Chile.
Bong, M. (2001). Role of self-efficacy and task-value in predicting college students' course performance and future enrollment intentions. Contemporary educational psychology, 26(4), 553-570.
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum.
Deci, E. L., & Ryan, R. M. (1999). A Meta-Analytic Review of Experiments Examining the Effects of Extrinsic Rewards on Intrinsic Motivation. Psychological bulletin, 125(6), 627-668.
Deci, E. L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. (1991). Motivation and Education: The Self-Determination Perspective. Educational Psychologist, 26(3/4), 325-346.
Eccles, J., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., . . . Spence, J. T. (1983). Expectancies, values, and academic behaviors Achievement and achievement motivation (pp. 75-146). San Francisco, CA: W.H.Freeman.
Eccles, J., & Wigfield, A. (2002). Motivational beliefs, Values and Goals. In S. T. Fiske, D. L. Schacter & C. Sahn-Waxler (Eds.), Annual Review of Psychology (pp. 109-132). Palo Alto, CA: Annual Reviews.
Ennis, R. H. (1996). Critical Thinking. Upper Saddle River, New Jersey: Prentice-Hall.
Evans, J. S. B. T. (2003). In two minds: dual process accounts of reasoning. Trends in Cognitive Sciences, 7(10), 454-459.
Facione, P. A. (1990). APA Delphi Research Report, Critical Thinking: A Statement of Expert Consensus for Purposes of Educational Assessment and Instruction. ERIC Doc.No.: ED, 315, 423.
Facione, P. A. (1995a). CCTST Form A and Form B CapScore™ Interpretation Document. Millbrae, CA: The California academic Press.
Facione, P. A. (1995b). CCTST. Prueba de habilidad en pensamiento crítico de California (versión castellana). Millbrae, CA: The California academic Press.
Facione, P. A. (2007). Pensamiento crítico: qué es y por qué es importante.
Facione, P. A., & Facione, N. C. (1992). The California Critical Thinking Dispositions Inventory (CCTDI); and the CCTDI Test Manual. Millbrae, CA: The California Academic Press.
Facione, P. A., Facione, N. C., & Giancarlo, C. A. F. (2000). The disposition toward critical thinking: Its character, measurement, and relationship to critical thinking skill. Informal Logic, 20(1), 61-84.
Facione, P. A., Sanchez, C., Facione, N. C., & Gainen, J. (1995). The disposition toward critical thinking. Journal of General Education, 44(1), 1-25.
Frensch, P. A. (1998). One concept, multiple meanings. On how to define the concept of implicit learning. In M. A. Stadler & P. A. Frensch (Eds.), Handbook of implicit learning. California: Sage Publications.
Gibbs, C. (2003). Explaining effective teaching: self-efficacy and thought control of action. Journal of Educational Enquiry, 4(2), 1-14.
González, J. H. (2006). Discernimiento: Evolución del Pensamiento Crítico en la educación superior, el proyecto educativo de la Universidad Icesi. Cali: Universidad Icesi.
Kimble, G. A. (1995). Psychology: The hope of a science: MIT Press.
Linstone, H. A., & Turoff, M. (1975). El Método Delphi. Técnicas y Aplicaciones. México DF: Editorial Addison-Wesley.
Linstone, H. A., & Turoff, M. (2011). Delphi: A brief look backward and forward. Technological Forecasting and Social Change, 78(9), 1712-1719.
Long, J. F., Monoi, S., Harper, B., Knoblauch, D., & Murphy, P. K. (2007). Academic Motivation and Achievement Among Urban Adolescents. Urban education, 42(3), 196-222.
Neuville, S. (2004). La perception de la valeur des activités d'apprentissage : étude des déterminants et effets. (Doctoral Thesis), Université Catholique de Louvain, Louvain la Neuve.
Neuville, S., Bourgeois, É., & Frenay, M. (2004). The subjective task value: clarification of a construct. In S. Neuville (Ed.), La perception de la valeur des activités d'apprentissage : étude des déterminants et effets. Louvain la neuve: Unpublished Doctoral Thesis. Université Catholique de Louvain.
Neuville, S., Frenay, M., & Bourgeois, É. (2007). Task Value, Self-Efficacy and Goal Orientations: Impact on self-regulated learning, choice and performance among university students. Psychologica Belgica, 47(1), 95-117.
Nieto, A., & Valenzuela, J. (2012). A Study of the Internal Structure of Critical Thinking Dispositions. Inquiry: Critical Thinking Across the Disciplines, 27(1), 31-38. doi: 10.5840/inquiryct20122713
Noveck, I., Mercier, H., Rossi, S., & Van der Henst, J. B. (2007). Psichologie cognitive du raisonnement. In S. Rossi & J. B. Van der Henst (Eds.), Psychologies du raisonnement. Bruxelles: de Boeck.
Pajares, F. (1996). Self-Efficacy beliefs in Academic Settings. Review of Educational research, 66(4), 543-578.
Perkins, D., Jay, E., & Tishman, S. (1993). Beyond Abilities: A Dispositional Theory of Thinking. Merrilll Palmer Quaterly 39, 1-1.
Radel, R., Sarrazin, P., Legrain, P., & Wild, T. C. (2010). Social contagion of motivation between teacher and student: Analyzing underlying processes. Journal of Educational Psychology, 102(3), 577-587. doi: 10.1037/a0019051
Rivas, S., & Saiz, C. (2012). Validación y propiedades psicométricas de la prueba de pensamiento crítico PENCRISAL. REMA, 17(1), 18-34.
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78.
Saiz, C. (2002). Enseñar o aprender a pensar. Escritos de Psicología, 6, 53-72.
Schiefele, U. (1991). Interest, Learning, and Motivation. Educational Psychologist, 26(3/4), 299.
Schunk, D. (1991). Self-efficacy and academic motivation. Educational Psychologist, 26(3&4), 207-231.
Silvia, P. J. (2006). Exploring the Psychology of Interest. Oxford: Oxford University Press.
Thoonen, E. E. J., Sleegers, P. J. C., Peetsma, T. T. D., & Oort, F. J. (2011). Can teachers motivate students to learn? Educational Studies, 37(3), 345-360.
Tishman, S., & Andrade, A. (1999). Disposiciones de pensamiento: Una revisión de teorías, prácticas y temas de actualidad. Disponible en: learnweb.harvard.edu/andes/thinking/docs/Dispositions.pdf (Consulta: 28 febrero 2006).
Tishman, S., & Andrade, A. (2004). Disposiciones de pensamiento: Una revisión de teorías, prácticas y temas de actualidad.
Tishman, S., Perkins, D. N., & Tishman, S. (2012). El lenguaje del pensamiento: Portal Educativo de las Américas, Organización de los Estados Americanos.
Valenzuela, J. (2007). Escala Motivacional de Pensamiento Crítico. Salamanca: Facultad de Psicología. Universidad de Salamanca.
Valenzuela, J., & Nieto, A. (2008). Motivación y Pensamiento Crítico: Aportes para el estudio de esta relación. Revista Electrónica de Motivación y Emoción, 28(1), 1-8. http://reme.uji.es/articulos/numero28/article3/texto.html
Valenzuela, J., Nieto, A., & Saiz, C. (2010). Percepción del coste de utilización Pensamiento crítico en universitarios chilenos y españoles. Electronic Journal of Research in Educational Psychology, 8(2), 689-706.
Valenzuela, J., Saiz, C., & Nieto, A. (2011). CTMS: a contribution for the study of relationship between Critical thinking and Motivation. Electronic Journal of Research in Educational Psychology, 9(2), 823-848.
Vansteenkiste, M., Lens, W., & Deci, E. L. (2006). Intrinsic versus extrinsic goal contents in self-determination theory: Another look at the quality of academic motivation. Educational Psychologist, 41(1), 19-31.
Weiner, B. (1985). An attributional theory of achievement motivation and emotion. Psychological review, 92(4), 548-573.
Weiner, B. (2008). Reflections on the History of Attribution Theory and Research. Social Psychology, 39(3), 151-156.
Wigfield, A., & Cambria, J. (2010). Students' achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes. Developmental Review.
Wigfield, A., & Eccles, J. (1992). The development of achievement task values: A theoretical analysis. Developmental Review, 12, 265-310.
Wigfield, A., & Eccles, J. (2002). The development of competence beliefs, expectancies for success, and achievement values from childhood through adolescence Development of achievement motivation (pp. 91–120).
Wigfield, A., Eccles, J., & Roeser, R. (1998). Relations of young children’s ability related beliefs to their subjective task values, performance, and effort. Paper presented at the ‘‘Motivation and affect in the classroom’’ (P. Pintrich, Organizer) at the International Congress of Applied Psychology, San Francisco.
Zimmerman, B. J. (1995). Self-efficacy and educational development. In A. Bandura (Ed.), Self-efficacy in changing societies (pp. 202-231). New York: Cambridge University Press.
Zimmerman, B. J. (2000). Self-Efficacy: An Essential Motive to Learn. Contemporary educational psychology, 25(1), 82-91.
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