Estimación del estudiante profundo a través de un modelo cognitivo-social

  1. Moreno Murcia, Juan Antonio 1
  2. Ruiz Quiles, María 1
  3. Silveira Torregrosa, Yolanda 2
  4. Alias García, Antonio 1
  1. 1 Universidad Miguel Hernández de Elche
    info

    Universidad Miguel Hernández de Elche

    Elche, España

    ROR https://ror.org/01azzms13

  2. 2 Universidad de Almería
    info

    Universidad de Almería

    Almería, España

    ROR https://ror.org/003d3xx08

Revista:
Profesorado: Revista de curriculum y formación del profesorado

ISSN: 1989-6395,  1138-414X

Año de publicación: 2017

Título del ejemplar: La formación continua del profesorado de la educación obligatoria en el contexto español

Volumen: 21

Número: 3

Páginas: 239-257

Tipo: Artículo

DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Profesorado: Revista de curriculum y formación del profesorado

Resumen

El objetivo de este estudio consistió en comprobar el poder de predicción del soporte de autonomía, las necesidades psicológicas básicas (percepción de competencia, de autonomía y de relación con los demás) y la motivación autodeterminada sobre el estudiante adolescente con un enfoque de aprendizaje profundo. La muestra ha estado compuesta por 405 estudiantes españoles de Educación Secundaria Obligatoria, Bachillerato y Ciclos Formativos (212 mujeres y 193 hombres), con edades comprendidas entre los 12 y 20 años (M = 16.4, DT = 2.45). Se administraron las escalas Student’s Percepcion of Autonomy Support, Teacher’s Care, la Échelle de Satisfacción des Besoins Psychologiques, Academic Motivation Scale, High School Version y Revised Two Factor Study Process Questionnaire. Se adaptaron y validaron las escalas Student’s Percepcion of Autonomy Support y Teacher’s Care al contexto español. Se calcularon los estadísticos descriptivos de todas las variables objeto de estudio (medias y desviaciones típicas), se analizó la consistencia interna de cada factor mediante el coeficiente de alfa de Cronbach y se realizaron correlaciones bivariadas. Para comprobar la relación predictiva existente entre las variables propuestas se analizaron los modelos de medida del modelo de regresión estructural. Los resultados mostraron que el soporte de autonomía docente predijo positivamente a las necesidades psicológicas básicas, estas a la motivación autodeterminada y ésta finalmente predijo positivamente el enfoque de aprendizaje profundo del estudiante. Se concluye que el apoyo a la autonomía al estudiante por parte del docente puede ser un elemento clave para lograr motivar al estudiante hacia un aprendizaje autónomo y permanente.

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