Modelo cognitivo-motivacional para la promoción de la persistencia en Educación Superiorrelación entre la organización docente, la competencia del alumnado y el «grit»

  1. Juan-Antonio Moreno-Murcia 1
  2. Elisa Huéscar 1
  3. Jaime León
  4. Alfonso Valero-Valenzuela 2
  5. Gracielle Fin 3
  6. Rudy-José Nodari-Júnior 3
  7. José-L. Tristán 4
  8. Gabriel Gastélum-Cuadras 5
  9. Rodrigo Vargas-Vitoria 6
  10. Luis Cid 7
  11. Diogo Monteiro 8
  12. Diogo-S. Teixeira 9
  1. 1 Universidad Miguel Hernández de Elche
    info

    Universidad Miguel Hernández de Elche

    Elche, España

    ROR https://ror.org/01azzms13

  2. 2 Universidad de Murcia
    info

    Universidad de Murcia

    Murcia, España

    ROR https://ror.org/03p3aeb86

  3. 3 Universidade do Oeste de Santa Catarina
    info

    Universidade do Oeste de Santa Catarina

    Joaçaba, Brasil

    ROR https://ror.org/03a6a0a65

  4. 4 Universidad Autónoma de Nuevo León
    info

    Universidad Autónoma de Nuevo León

    San Nicolás de los Garza, México

    ROR https://ror.org/01fh86n78

  5. 5 Universidad Autónoma de Chihuahua
    info

    Universidad Autónoma de Chihuahua

    Chihuahua, México

    ROR https://ror.org/04mrrw205

  6. 6 Universidad Católica del Maule
    info

    Universidad Católica del Maule

    Talca, Chile

    ROR https://ror.org/04vdpck27

  7. 7 Escola Superior de Desporto de Rio Maior (ESDRMIPSantarém)
  8. 8 Escola Superior de Educação e Ciências Sociais (ESECS)
  9. 9 Universidade Lusófona de Humanidades e Tecnologias
Mostrar afiliaciones +
Revista:
ESE: Estudios sobre educación.

ISSN: 1578-7001

Año de publicación: 2021

Número: 41

Tipo: Artículo

DOI: 10.15581/004.41.003 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: ESE: Estudios sobre educación.

Resumen

«El proceso de enseñanza y el éxito del aprendizaje están estrechamente vinculados a factores cognitivos y motivacionales. Este estudio tuvo como propósito poner a prueba un modelo multinivel en estudiantes de Educación Superior sobre la relación de la organización docente y las dimensiones del grit, mediada por la competencia percibida. Participaron 3.033 estudiantes de cinco países, a los que se les midió la utilidad y organización del docente, la competencia y el grit. Los resultados muestran que, a nivel individual, la organización por parte del profesorado centrada en la utilidad se relacionó positivamente con el grit del estudiante cuando estaba mediada por la competencia percibida. Se sugiere que el profesor mejore su tarea organizativa docente, pues genera mayores logros en el estudiante a través del impacto positivo sobre su competencia.

Referencias bibliográficas

  • Asparouhov, T. y Muthén, B. O. (2010). Bayesian analysis using Mplus: Technical implementation (Mplus Technical Report). http://statmodel.com/download/Bayes3.pdf
  • Ato, M., López, J. J. y Benavente, A. (2013). Un sistema de clasificación de los diseños de investigación en psicología. Anales de Psicología, 29(3), 1038-1059. http://dx.doi.org/10.6018/analesps.29.3.178511
  • Banse, H. y Palacios, N. (2018). Supportive classrooms for Latino English language learners: Grit, ELL status, and the classroom context. The Journal of Educational Research, 111(6), 645-656. https://doi.org/10.1080/00220671.2017.1389682
  • Barriopedro, M. I., Quintana, I. y Ruiz, L. M. (2018). La perseverancia y pasión en la consecución de objetivos: Validación española de la Escala Grit de Duckworth. RICYDE. Revista Internacional de Ciencias del Deporte, 54(14), 297- 308. https://doi.org/10.5232/ricyde2018.05401
  • Chao, R. K. (1994). Beyond parental control and authoritarian parenting style: Understanding Chinese parenting through the cultural notion of training. Child Development, 65, 1111-1119.
  • Cheon, S. H. y Reeve, J. (2015). A classroom-based intervention to help teachers decrease students’ amotivation. Contemporary Education Psychology, 40, 99-111. https://doi.org/10.1016/j.cedpsych.2014.06.004
  • Cohen, L., Manion, L. y Morrison, K. (2011). Research methods in education. London: Routledge.
  • Credé, M., Tynan, M. C. y Harms, P. D. (2017). Much ado about grit: a metaanalytic synthesis of the grit literature. Journal of Personality and social Psychology, 113(3), 492.
  • Datu, J. A. D., Yuen, M. y Chen, G. (2016). Grit and determination: A review of literature with implications for theory and research. Journal of Psychologists and Counsellors in Schools, 27(2), 168-176. https://doi.org/10.1017/jgc.2016.2
  • de Naeghel, J., van Keer, H. y Vanderlinde, R. (2014). Strategies for promoting autonomous reading motivation: a multiple case study research in primary education. Frontline Learning Research, 3, 83-101.
  • Deci, E. L., Vallerand, R. J., Pelletier, L. G. y Ryan, R. M. (1991). Motivation and education: The self-determination perspective. Educational Psychologist, 26(3- 4), 325-346.
  • Deci, E. L. y Ryan, R. M. (Eds.). (2002). Handbook of self-determination research. Rochester: University of Rochester Press.
  • Deci, E. L. y Ryan, R. M. (2008). Facilitating optimal motivation and psychological well-being across life’s domains. Canadian Psychology, 49(1), 14. https://doi.org/10.1037/0708-5591.49.1.14
  • Duckworth, A. L., Peterson, C., Matthews, M. D. y Kelly, D. R. (2007). Grit: perseverance and passion for long-term goals. Journal Personality Social Psychology, 92, 1087-1101. https://doi.org/10.1037/0022-3514.92.6.1087
  • Escobar-Pérez, J. y Cuervo-Martínez, A. (2008). Validez de contenido y juicio de expertos: una aproximación a su utilización. Avances en Medición, 6(1), 29.
  • Fernández-Martín, F., Arco-Tirado, J. L. y Soriano-Ruiz, M. (2018). Perseverance and passion for achieving long-term goals: transcultural adaptation and validation of the GRIT-S scale. Revista de Psicología Social, 33(3), 620-649. https://doi.org/10.1080/02134748.2018.1482060
  • Fredricks, J. A., Alfeld, C. y Eccles, J. S. (2010). Developing and fostering passion in academic and nonacademic domains. Gifted Child Quarterly, 54(1), 18-30. http://doi.org/10.1177/0016986209352683
  • Gillet N., Rosnet E. y Vallerand R. J. (2011). Développement d’une echelle de satisfaction des besoins fondamentaux en contexte sportif. Canadian Journal of Behavioural Science, 40(4), 230-237. http://doi.org/10.1037/a0013201
  • Guo, J., Tang, X. y Xu, K. M. (2019). Capturing the multiplicative effect of perseverance and passion: Measurement issues of combining two grit facets. Proceedings of the National Academy of Sciences, 116(10), 3938-3940.
  • Haerens, L., Vansteenkiste, M., Aelterman, N. y van den Bergh, L. (2016). Toward a systematic study of the dark side of student motivation: Antecedents and consequences of teachers’ controlling behaviors. En W. C. Liu, J. C. K. Wang y R. M. Ryan (Eds.), Building Autonomous Learners (pp. 59-81). Singapore: Springer. http://doi.org/10.1007/978-981-287-630-0
  • Hagger, M. S. y Hamilton, K. (2019). Grit and self discipline as predictors of effort and academic attainment. British Journal of Educational Psychology, 89(2), 324- 342.
  • Hospel, V. y Galand, B. (2016). Are both classroom autonomy support and structure equally important for students’ engagement? A multilevel analysis. Learning and Instruction, 41, 1-10. https://doi.org/10.1016/j.learninstruc.2015.09.001
  • Jang, H., Reeve, J. y Deci, E. L. (2010). Engaging students in learning activities: it is not autonomy support or structure but autonomy support and structure. Journal of Educational Psychology, 102, 588-600. https://doi.org/10.1037/a0019682
  • Jang, H., Reeve, J. M y Halusic, M. (2016). A new autonomy-supportive way of teaching that increases conceptual learning: teaching in students’ preferred ways. The Journal of Experimental Education, 84(4), 686-701. https://doi.org/1 0.1080/00220973.2015.1083522
  • King, R. B. y McInerney, D. M. (2014) Culture’s consequences on student motivation: Capturing cross-cultural universality and variability through personal investment theory. Educational Psychologist, 49(93), 175-198.
  • Kirschgasler, A. (2018). True grit? Making a scientific object and pedagogical tool. American Educational Research Journal. [Online first publication]. doi: 10.3102/0002831217752244
  • Kotlak, C. (2006). Mirror for humanity. New York: McGraw-Hill.
  • Kusurkar, R. A., Croiset, G. y Ten Cate, T. J. (2011). Twelve tips to stimulate intrinsic motivation in students through autonomy-supportive classroom teaching derived from Self-Determination Theory. Medical Teacher, 33, 978-982. https://doi.org/10.3109/0142159X.2011.599896
  • Legault, L., Green-Demers, I. y Pelletier, L. (2006). Why do high school students lack motivation in the classroom? Toward an understanding of academic amotivation and the role of social support. Journal of Educational Psychology, 98, 567-582. https://doi.org/10.1037/0022-0663.98.3.567
  • León, J., Domínguez, E., Pérez, A., Núñez, J. L. y Martín-Albo, J. (2011). Traducción y validación de la versión española de la Échelle de Satisfaction des Besoins Psychologiques en el contexto educativo. Anales de Psicología, 28(2), 405-411.
  • León, J., Medina-Garrido, E. y Núñez, J. (2017). Teaching Quality in Math Class: The Development of a Scale and the Analysis of Its Relationship with Engagement and Achievement. Frontiers in Psychology, 8, 1-14. https://doi.org/10.3389/fpsyg.2017.00895
  • Liu, W. C., Wang, J. C. K. y Ryan, R. M. (2016). Understanding motivation in education: theoretical and practical considerations. En W. Liu, J. Wang y R. Ryan (Eds.), Building Autonomous Learners (pp. 1-8). Singapore: Springer.
  • Marsh, H. W., Lüdtke, O., Nagengast, B., Trautwein, U., Morin, A. J. S., Abduljabbar, A. S. y Köller, O. (2012). Classroom climate and contextual effects: Conceptual and methodological issues in the evaluation of group-level effects. Educational Psychologist, 47(2), 106-124. http://doi.org/10.1080/00461520.2012.670488
  • Moreno, J. A. y Martínez, A. (2006). Importancia de la teoría de la autodeterminación en la práctica físico-deportiva: fundamentos e implicaciones prácticas. Cuadernos de Psicología del Deporte, 6(2) 39-54.
  • Morin, A. J. S., Marsh, H. W., Nagengast, B. y Scalas, L. F. (2014). Doubly latent multilevel analyses of classroom climate: An illustration. Journal of Experimental Education, 82(2), 143-167. https://doi.org/10.1080/00220973.2013.769412
  • Muthén, L. K. y Muthén, B. O. (2020). Mplus user’s guide. Los Angeles: Muthén & Muthén. Ng, J. Y. Y., Lonsdale, C. y Hodge, K. (2011). The Basic Needs Satisfaction in Sport Scale (BNSSS): instrument development and initial validity evidence. Psychology Sport Exercise, 12, 257-264. https://doi.org/10.1016/j.psychsport
  • 10.006 Richardson, M., Abraham, C. y Bond, R. (2012). Psychological correlates of university students’ academic performance: a systematic review and meta-analysis. Psychological Bulletin, 138(2), 353.
  • Rimm-Kaufman, S. E., Baroody, A. E., Larsen, R. A. A., Curby, T. W. y Abry, T. (2015). To what extent do teacher-student interaction quality and student gender contribute to fifth graders’ engagement in mathematics learning? Journal of Educational Psychology, 107(1), 170-185. https://doi.org/10.1037/a0037252
  • Rimfield, K., Kovas, J., Dale, P. y Plomin, R. (2016). True grit and genetics: predicting academic achievement from personality. Journal of Personality and Social Psychology, 111(5), 780-789. https://doi.org/10.1037/pspp0000089
  • Rivas, F. (1994). Modelo integrado de situación educativa (MISE). Una aproximación desde la psicología de la instrucción. En V. Pelechano (Ed.), Psicología, mitopsicología y postpsicología (pp. 293-338). Valencia: Promolibro.
  • Rivas Martínez, F., Doménech Betoret, F. y Rosel Remírez, J. F. (1997). Análisis estructural de la situación educativa a partir del modelo instruccional MISE. Revista de Psicodidáctica, 1(3), 25-35.
  • Ryan, R. M. y Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development and well-being. American Psychologist, 55, 68-78.
  • Ryan, R. M. y Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. New York: Guilford Press.
  • Skinner, E. A. y Belmont, M. J. (1993). Motivation in the classroom: reciprocal effects of teacher behavior and student engagement across the school year. Journal of Educational Psychology, 85, 571-581. https://doi.org/10.1037/0022-0663.85.4.571
  • Tessier, D., Sarrazin, P. G. y Ntoumanis, N. (2010). The effect of an intervention to improve newly qualified teachers’ interpersonal style, student’s motivation and psychological need satisfaction in sport-based physical education. Contemporary Education Psychology, 35, 242-253. https://doi.org/10.1016/j.cedpsych.2010.05.005
  • Vansteenkiste, M., Ryan, R. M. y Soenens, B. (2020). Basic psychological need theory: advancements, critical themes, and future directions. Motivation and Emotion, 44(1), 1-31.
  • Vansteenkiste, M., Sierens , E., Goossens , L., Soenens, B., Dochy, F., Mouratidis, A., Aelterman, N., Haerens , L. y Beyersa, W. (2012). Identifying configurations of perceived teacher autonomy support and structure: Associations with self-regulated learning, motivation and problem behavior, Learning and Instruction, 22(6), 431-439. https://doi.org/10.1016/j.learninstruc.2012.04.002
  • Wang, M. T. y Eccles, J. S. (2013). School context, achievement motivation, and academic engagement: a longitudinal study of school engagement using a multidimensional perspective. Learning and Instruction, 28, 12-23. https://doi.org/10.1016/j.learninstruc.2013.04.002
  • Yoon, S., Kim, S. y Kang, M. (2018). Predictive power of grit, professor support for autonomy and learning engagement on perceived achievement within the context of a flipped classroom. Active Learning in Higher Education, Epub ahead of print 9 March. https://doi.org/10.1177/1469787418762463
  • Zhen, R., Liu, R., Ding, Y., Wang, J., Liu, Y. y Xu, L. (2017). The mediating roles of academic self-efficacy and academic emotions in the relation between basic psychological needs satisfaction and learning engagement among Chinese adolescent students. Learning and Individual Differences, 54, 210-216. https://doi.org/10.1016/j.lindif.2017.01.017
Fuente de los datos: Dialnet