Mediating Effect of Autonomous Motivation in Learning
DOI:
https://doi.org/10.24320/redie.2019.21.e37.2131Keywords:
Autonomous motivation, learning, mediation analysis.Abstract
The studies highlight the need to research the psychological mechanisms that intervene the learnings' development in the classroom. The aim of the study was to assess the mediating role of the types of regulation that compose the autonomous motivation, in the relation among the perception of autonomy support, academic satisfaction and academic performance perceived by university students. The participants were 229 first-year students from four Chilean universities. The mediating effect was assessed using the PROCESS macro for SPSS. The results indicated that both the intrinsic regulation and the identified regulation partially intervene the effect of the perception of autonomy support on academic satisfaction, but only the intrinsic regulation totally intervenes the effect on the academic performance. It is concluded that the types of autonomous regulation are mechanisms through which it is positively influenced the well-being and academic achievement of university students.Downloads
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References
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Hill, A. (2013). Motivation and university experience in first-year university students: A self-determination theory perspective. Journal of Hospitality, Leisure, Sport & Tourism Education, 13, 244-254. doi:10.1016/j.jhlste.2012.07.001
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Mejía, E. y Escobar, H. (2012). Caracterización de procesos cognitivos de memoria, lenguaje y pensamiento, en estudiantes con bajo y alto rendimiento académico. Diversitas: Perspectivas en Psicología, 8(1), 123-138. Recuperado de http://www.scielo.org.co/pdf/dpp/v4n2/v4n2a02.pdf
Núñez, J. L., León, J., Grijalvo, F. y Martin-Albo, J. (2012). Measuring autonomy support in university students: the spanish version of the Learning Climate Questionnaire. The Spanish Journal of Psychology, 15(3), 1466-1472. doi:10.5209/rev_SJOP.2012.v15.n3.39430
Oliva, P. y Narváez, C. (2013). Percepción de rendimiento académico en estudiantes de Odontología. Educación Médica Superior, 27(1), 86-91. Recuperado de http://scielo.sld.cu/pdf/ems/v27n1/ems11113.pdf
Preacher, K., Rucker, D., y Hayes, A. (2007). Addressing Moderated Mediation Hypotheses: Theory, Methods, and Prescriptions. Multivariate Behavioral Research, 42(1), 185-227. doi:10.1080/00273170701341316
Ramos, A., Tomaschewski, J., Lerch, V., Devos, E., Silva, R. y Saraiva, S. (2015). Satisfaction with academic experience among undergraduete nursing students. Text Context Nursing, 24(1), 187-195. doi:10.1590/0104-07072015002870013
Reeve, J. (2010). Motivación y emoción (5 ed.). México: McGraw-Hill.
Reeve, J., Vansteenkiste, M., Assor, A., Ahmad, I., Cheon, S., Jang, H.,… Wang, C. (2014). The beliefs that underlie autonomy-supportive and controlling teaching: a multinational investigation. Motivation and Emotion, 38, 93-110. doi:10.1007/s11031-013-9367-0
Reyes, R., Godínez, F., Ariza, F., Sánchez, F., y Torreblanca, O. (2014). Un modelo empírico para explicar el desempeño académico de estudiantes de bachillerato. Perfiles Educativos, 36(146), 45-62. doi:10.1016/S0185-2698(14)70127-8
Shrout, P. E. y Bolger, N. (2002). Mediation in experimental and nonexperimental studies: new procedures and recommendations. Psychological Methods, 7(4), 422-445. doi:10.1037/1082-989X.7.4.422
Taylor, G., Jungert, T., Mageau, G., Schattke, K., Dedic, H., Rosenfield, S. y Koestner, R. (2014). A self-determination theory approach to predicting school achievement over time: the unique role of intrinsic motivation. Contemporary Educational Psychology, 39, 342-358. doi.org/10.1016/j.cedpsych.2014.08.002
Tricio, J., Montt, J., Ormeno, A., Del Real, A. y Naranjo, C. (2017). Impact of faculty development workshops in student-centered teaching methodologies on faculty members’ teaching and their students’ perceptions. Journal of Dental Education, 81(6), 675-684. doi:10.21815/JDE.017.014
Tsegay, S. (2015). Students’ experience in student-centered learning at higher education institutions in china: a case study. EDUCARE: International Journal for Educational Studies, 7(2), 135-146. Recuperado de http://mindamas-journals.com/index.php/educare/article/view/315/314
Vansteenkiste, M., Soenens, B., Sierens, E., Luyckx, K. y Lens, W. (2009). Motivational profiles from a self-determination perspective: the quality of motivation matters. Journal of Educational Psychology, 101(3), 671-688. doi:10.1037/a0015083
Vergara-Morales, J., Del Valle, M., Díaz, A., Matos, L. y Pérez, M.-V. (2019). Motivational profiles related to the academic satisfaction of university students. Anales de Psicología, 35(3), 464-471. doi:10.6018/analesps.35.3.320441
Deci, E. y Ryan, R. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behaviour. Psychological Inquiry, 11, 227-268. doi:10.1207/S15327965PLI1104_01
Erten, I. (2014). Interaction between academic motivation and student teachers’ academic achievement. Procedia - Social and Behavioral Sciences, 152, 173-178. doi:10.1016/j.sbspro.2014.09.176
Garbanzo, G. (2007). Factores asociados al rendimiento académico en estudiantes universitarios, una reflexión desde la calidad de la educación superior pública. Revista de Educación, 31(1), 43-63.
García, F., Fonseca, G., y Concha, L. (2015). Aprendizaje y rendimiento académico en educación superior: un estudio comparado. Revista Electrónica Actualidades Investigativas en Educación, 15(3), 1-26. doi.org/10.15517/aie.v15i3.21072
Guay, F., Chanal, J., Ratelle, C., Marsh, H., Larose, S. y Boivin, M. (2010). Intrinsic, identified, and controlled types of motivation for school subjects in young elementary school children. British Journal of Educational Psychology, 80, 711-735. doi:10.1348/000709910X499084
Hill, A. (2013). Motivation and university experience in first-year university students: A self-determination theory perspective. Journal of Hospitality, Leisure, Sport & Tourism Education, 13, 244-254. doi:10.1016/j.jhlste.2012.07.001
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. doi:10.1080/10705519909540118
Jeno, L., y Diseth, A. (2014). A self-determination theory perspective on autonomy support, autonomous self-regulation, and perceived school performance. Reflecting Education, 9(1), 1-20. Recuperado de http://www.reflectingeducation.net/index.php/reflecting/article/view/121
Kaplan, R. y Saccuzzo, D. (2006). Pruebas psicológicas. Principios, aplicaciones y temas. México: Thomson.
Koludrović, M. y Ercegovac, I. (2015). Academic motivation in the context of self-determination theory in initial teacher education. Croatian Journal of Education, 17(1), 25-36. doi: 10.15516/cje.v17i0.1488
Lent, R., Singley, D., Sheu, H., Schmidt, J. y Schmidt, L. (2007). Relation of social-cognitive factors to academic satisfaction in engineering students. Journal of Career Assessment, 15, 87-97. doi:10.1177/1069072706294518
León, J., Núñez, J. y Liew, J. (2015). Self-determination and STEM education: effects of autonomy, motivation, and self-regulated learning on high school math achievement. Learning and Individual Differences, 43, 156-163. doi:10.1016/j.lindif.2015.08.017
Liu, E., Ye, C. y Yeung, D. (2015). Effects of approach to learning and self-perceived overall competence on academic performance of university students. Learning and Individual Differences, 39, 199-204. doi:10.1016/j.lindif.2015.03.004
Matos, L., Reeve, J., Herrera, D. y Claux, M. (2018). Students’ Agentic Engagement Predicts Longitudinal Increases in Perceived Autonomy-Supportive Teaching: The Squeaky Wheel Gets the Grease. The Journal of Experimental Education, 86(4). doi:10.1080/00220973.2018.1448746
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 En R. B. King y A. B. I. Bernardo (Eds.), The psychology of asian learners: a festschrift in honor of David Watkins (pp. 237-252). Londres: Springer.
Medrano, A. y Pérez, E. (2010). Adaptación de la Escala de Satisfacción Académica a la población universitaria de Córdoba. Summa Psicológica UST, 7(2), 5-14. Recuperado de https://dialnet.unirioja.es/servlet/articulo?codigo=3423953
Medrano, A., Fernández, M. y Pérez, E. (2014). Computerized Assesment System for Academic Satisfaction (ASAS) for first-year university student. Electronic Journal of Research in Educational Psychology, 12(2), 541-562. doi:10.14204/ejrep.33.13131
Mejía, E. y Escobar, H. (2012). Caracterización de procesos cognitivos de memoria, lenguaje y pensamiento, en estudiantes con bajo y alto rendimiento académico. Diversitas: Perspectivas en Psicología, 8(1), 123-138. Recuperado de http://www.scielo.org.co/pdf/dpp/v4n2/v4n2a02.pdf
Núñez, J. L., León, J., Grijalvo, F. y Martin-Albo, J. (2012). Measuring autonomy support in university students: the spanish version of the Learning Climate Questionnaire. The Spanish Journal of Psychology, 15(3), 1466-1472. doi:10.5209/rev_SJOP.2012.v15.n3.39430
Oliva, P. y Narváez, C. (2013). Percepción de rendimiento académico en estudiantes de Odontología. Educación Médica Superior, 27(1), 86-91. Recuperado de http://scielo.sld.cu/pdf/ems/v27n1/ems11113.pdf
Preacher, K., Rucker, D., y Hayes, A. (2007). Addressing Moderated Mediation Hypotheses: Theory, Methods, and Prescriptions. Multivariate Behavioral Research, 42(1), 185-227. doi:10.1080/00273170701341316
Ramos, A., Tomaschewski, J., Lerch, V., Devos, E., Silva, R. y Saraiva, S. (2015). Satisfaction with academic experience among undergraduete nursing students. Text Context Nursing, 24(1), 187-195. doi:10.1590/0104-07072015002870013
Reeve, J. (2010). Motivación y emoción (5 ed.). México: McGraw-Hill.
Reeve, J., Vansteenkiste, M., Assor, A., Ahmad, I., Cheon, S., Jang, H.,… Wang, C. (2014). The beliefs that underlie autonomy-supportive and controlling teaching: a multinational investigation. Motivation and Emotion, 38, 93-110. doi:10.1007/s11031-013-9367-0
Reyes, R., Godínez, F., Ariza, F., Sánchez, F., y Torreblanca, O. (2014). Un modelo empírico para explicar el desempeño académico de estudiantes de bachillerato. Perfiles Educativos, 36(146), 45-62. doi:10.1016/S0185-2698(14)70127-8
Shrout, P. E. y Bolger, N. (2002). Mediation in experimental and nonexperimental studies: new procedures and recommendations. Psychological Methods, 7(4), 422-445. doi:10.1037/1082-989X.7.4.422
Taylor, G., Jungert, T., Mageau, G., Schattke, K., Dedic, H., Rosenfield, S. y Koestner, R. (2014). A self-determination theory approach to predicting school achievement over time: the unique role of intrinsic motivation. Contemporary Educational Psychology, 39, 342-358. doi.org/10.1016/j.cedpsych.2014.08.002
Tricio, J., Montt, J., Ormeno, A., Del Real, A. y Naranjo, C. (2017). Impact of faculty development workshops in student-centered teaching methodologies on faculty members’ teaching and their students’ perceptions. Journal of Dental Education, 81(6), 675-684. doi:10.21815/JDE.017.014
Tsegay, S. (2015). Students’ experience in student-centered learning at higher education institutions in china: a case study. EDUCARE: International Journal for Educational Studies, 7(2), 135-146. Recuperado de http://mindamas-journals.com/index.php/educare/article/view/315/314
Vansteenkiste, M., Soenens, B., Sierens, E., Luyckx, K. y Lens, W. (2009). Motivational profiles from a self-determination perspective: the quality of motivation matters. Journal of Educational Psychology, 101(3), 671-688. doi:10.1037/a0015083
Vergara-Morales, J., Del Valle, M., Díaz, A., Matos, L. y Pérez, M.-V. (2019). Motivational profiles related to the academic satisfaction of university students. Anales de Psicología, 35(3), 464-471. doi:10.6018/analesps.35.3.320441
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Published
2019-12-17
