Influencia del clima motivacional en clase sobre el compromiso escolar de los adolescentes y su logro académico

Resumen

La literatura científica ofrece evidencia empírica de la relación entre el compromiso escolar y numerosas variables del contexto educativo de los adolescentes. El compromiso se ha relacionado, entre otros importantes constructos, con el burnout, tanto de los alumnos como de los profesores; el rendimiento escolar; la satisfacción con la escuela; los problemas de disciplina; las orientaciones de meta de los alumnos, y el clima motivacional de la clase. Por ello, el objetivo del presente trabajo ha sido analizar las relaciones entre el clima motivacional percibido en clase y el logro académico, mediado por el compromiso escolar de los alumnos. Han participado 2028 adolescentes que completaron diversos instrumentos para medir la percepción del clima motivacional de la clase, la satisfacción de las necesidades psicológicas básicas, el apoyo a la autonomía del alumno por el profesor y el logro académico. Los datos se analizaron mediante modelos de ecuaciones estructurales con variables observables (path analysis). Los resultados mostraron una relación significativa entre el clima motivacional y el compromiso escolar, y de éste con el logro académico. Cabe destacar, además, la relación directa de la percepción de competencia y el apoyo a la autonomía con el éxito académico de los estudiantes. De las tres variables a predecir (Portugués, Matemáticas y Éxito académico), la mejor predicha por el clima de clase ha sido la percepción de éxito académico de los alumnos. Se discuten los resultados en el marco de la teoría de las metas de logro, de la motivación autodeterminada, y de cara a su aplicación práctica en el proceso de  enseñanza-aprendizaje de los adolescentes. 
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Biografía del autor/a

Melchor Gutiérrez

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Universitat de Valencia
Melchor Gutiérrez es Dr. En Psicología. Profesor de la Universidad de Valencia en el Departamento de Psicología Evolutiva y de la Educación. Principales líneas de investigación: Socialización de los adolescentes a través de la educación física y el deporte; Motivación de los alumnos en la escuela.

José Manuel Tomás

,
Universitat de València
Jose M Tomás. Dr. en Psicología. Profesor de la Universidad de Valencia en el Departamento de Metodología de las Ciencias del Comportamiento. Principales líneas de investigación: Calidad de vida en las personas mayores; Modelos de ecuaciones estructurales; Psicometría.

José Marcos Barrica

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Departamento de Ciências da Educação do Instituto Superior de Ciências da Educação.
José-Marcos Barrica. Doctor en Psicología. Profesor de Psicología General y Psicología Social en la Universidad Agostinho Neto (Angola). Principales líneas de investigación: Motivaciones de los jóvenes y adolescentes en el contexto escolar y familiar; Resiliencia.

Isabel Romero

,
Universidade Katyavala Bwila
Isabel Romero. Dra. En Psicología. Profesora de la Universidad Katyavala Bwila (Benguela, Angola), en el Departamento de Ciencias de la Educación. Principales líneas de investigación: Motivación de los alumnos en la escuela; Consumo de sustancias adictivas en los adolescentes.
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