Perfiles motivacionales relacionados con la satisfacción académica de estudiantes universitarios

Jorge Vergara-Morales, Milenko Del Valle, Alejandro Díaz, Lennia Matos, María Victoria Pérez

Producción científica: Contribución a una revistaArtículorevisión exhaustiva

14 Citas (Scopus)

Resumen

The aims of the study were to identify the motivational profiles of university students and to assess their differences according to the academic satisfaction. The participants were 882 students aged 17 to 50, from nine Chilean universities. Motivational profiles were identified by cluster analysis, following the combination of hierarchical and non-hierarchical methods. The cluster analysis was perform including the following motivational variables: (1) autonomous motivation, (2) controlled motivation, (3) perception of autonomy support, and (4) perception of autonomy control. The differences between the profiles were assessed through the one way Anova test, considering the effect size calculation, and the Games-Howell post-hoc test. The cluster analysis results supported a four motivational profiles solution: poor quality (n = 167), low quantity (n = 144), good quality (n = 333), and high quantity (n = 238). Moreover, students grouped into profiles with higher levels of autonomy for learning, presented the highest levels of academic satisfaction. In conclusion, the importance of motivational factors to facilitate the development of university students’ well-being is highlighted.

Título traducido de la contribuciónMotivational profiles related to the academic satisfaction of university students
Idioma originalEspañol
Páginas (desde-hasta)464-471
Número de páginas8
PublicaciónAnales de Psicologia
Volumen35
N.º3
DOI
EstadoPublicada - oct. 2019

Palabras clave

  • Academic satisfaction
  • Autonomous motivation
  • Cluster analysis
  • Controlled motivation
  • Motivational teaching style

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