Explorando el lado oscuro de la motivación sobre la satisfacción con la vida en estudiantes universitarios¿importa la constancia?

  1. Elisa Huéscar Hernández
  2. Juan Antonio Moreno-Murcia
  3. Luís Cid
  4. Diogo Monteiro
  5. Filipe Rodrigues
Revista:
Psicología conductual = behavioral psychology: Revista internacional de psicología clínica y de la salud

ISSN: 1132-9483

Año de publicación: 2021

Volumen: 29

Número: 1

Páginas: 111-125

Tipo: Artículo

DOI: 10.51668/BP.8321106N DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Psicología conductual = behavioral psychology: Revista internacional de psicología clínica y de la salud

Resumen

A pesar de que los docentes pueden ejercer un efecto importante sobre la regulación del comportamiento de los estudiantes, la literatura científica existente ha explorado poco la influencia simultánea de los rasgos personales y los factores sociales para promover el bienestar de los estudiantes. Este estudio examinó el papel mediador de la desmotivación y las relaciones con el comportamiento controlador percibido del docente y la constancia del estudiante para mejorar la satisfacción con la vida. Participaron 474 estudiantes universitarios (339 hombres y 135 mujeres), que rellenaron los cuestionarios sobre las variables incluidas en el estudio. Los resultados del análisis del modelo de ecuaciones estructurales mostraron un ajuste adecuado, mostrando el papel mediador de la desmotivación en la relación entre la dimensión perseverancia de la constancia y la satisfacción con la vida, pero no lo hizo así la dimensión pasión. Los resultados aportan pruebas respecto a los comportamientos adecuados del docente y las medidas de la individualidad del estudiante en relación con la constancia a tener en cuenta para optimizar el escenario de aprendizaje.

Referencias bibliográficas

  • Akbag, M., & Ümmet, D. (2017). Predictive role of grit and basic psychological needs satisfaction on subjective well-being for young adults. Journal of Education and Practice, 8(26), 127-135.
  • Assor, A., Kaplan, H., Kanat-Maymon, Y., & Roth, G. (2005). Directly controlling teacher behaviors as predictors of poor motivation and engagement in girls and boys: The role of anger and anxiety. Learning and Instruction, 15(5), 397-413.
  • Atienza, F. L., Balaguer, I., & García-Merita, M. (2003). Satisfaction with Life Scale: Analysis of factorial invariance across sexes. Personality and Individual Differences, 35(6), 1255-1260.
  • Bailey, T., & Phillips, L. (2016) The influence of motivation and adaptation on students’ subjective well-being, meaning in life and academic performance, Higher Education Research & Development, 35(2), 201-216.
  • Baudin, N., Aluja, A., Rolland, J. P., & Blanch, A. (2011). El papel de la personalidad en la satisfacción con la vida y el deporte [The role of personality in satisfaction with life and sport]. Behavioral Psychology/Psicología Conductual, 19(2), 333-345.
  • Bartholomew, K.J., Ntoumanis, N., Mouratidis, A., Katartzi, E., Thørgensen-Ntoumani, C., & Vlachopoulos, S. (2018). Beware of your teaching style: A school-yearlong investigation of controlling teaching and student motivational experiences. Learning and Instruction, 53, 50-63.
  • Bartholomew, K., Ntoumanis, N., Ryan, R., Bosch, J., & Thøgersen-Ntoumani, C. (2011). Self-determination theory and diminished functioning: The role of interpersonal control and psychological need thwarting. Personality and SocialPsychology Bulletin, 37, 1459-1473.
  • Bowman, N., Hill, P., Denson, N., & Bronkema, R. (2015). Keep on trucking or stay the course? Exploring grit dimensions as differential predictors of educational achievement, satisfaction, and intentions. Social Psychological and Personality Science, 6(6), 639-645.
  • Byrne, B. (2010). Structural equation modeling with AMOS. Basic concepts, applications, and programming (2nd ed.). New York, NY: Taylor and Francis.
  • Cedré, M., Tynan, M., & Harms, P. (2017). Much ado about grit: A meta-analytic synthesis of the grit literature. Journal of Personality and Social Psychology, 113(3), 492-511.
  • Chen, B., Vansteenkiste, M., Beyers, W., Boone, L., Deci, E. L., Van der Kaap-Deeder, J., Duriez, B., Lens, W., Matos, L., Mouratidis, A., Ryan, R. M., Sheldon, K. M., Soenens, B., Van Petegem, S., & Verstuyf, J. (2015). Basic psychological need satisfaction, need frustration, and need strength across four cultures. Motivation and Emotion, 39, 216-236.
  • Cheon, S., Reeve, J., Lee, Y., & Lee, J. (2018). Why autonomy-supportive interventions work: Explaining the professional development of teachers’ motivating style. Teaching and Teacher Education, 69, 43-51.
  • Cheon, S., Reeve, J., & Song, Y. (2016). A teacher-focused intervention to decrease PE students' amotivation by increasing need satisfaction and decreasing need frustration. Journal of Sport and Exercise Psychology, 38, 217-235.
  • Christensen, R., & Knezek, G. (2014). Comparative measures of grit, tenacity and perseverance. International Journal of Learning,Teaching and Educational Research, 8,16-30.
  • Clark, N., & Malecki, C. (2019). Academic Grit Scale: Psychometric properties and associations with achievement and life satisfaction. Journal of School Psychology, 72, 49-66.
  • Datu, J., Valdez, J., & King, R. (2016). Perseverance counts but consistency does not! Validating de Short Grit Scale in a collectivist setting. Current Psychology, 35, 121-130.
  • Deci, E., & Ryan, R. (1985). The general causality orientations scale: Self-determination in personality. Journal of Research on Personality, 19, 109-134.
  • De Meyer, J., Soenens, B., Aelterman, N., De Bourdeaudhuij, I., & Haerens, L. (2016). The different faces of controlling teaching: Implications of a distinction between externally and internally controlling teaching for students’ motivation in physical education. Physical Education and Sport Pedagogy, 21, 632-652.
  • Diener, E. (2000). Subjective well-being: The science of happiness and a proposal for a national index. American Psychologist, 55, 34-43.
  • Diener, E., Suh, E., & Oishi, S. (1997). Recent findings on subjective well-being. Indian Journal of Clinical Psychology, 24, 25-41.
  • Duckworth, A. (2016). Grit: The power of passion and perseverance. New York, NY: Simon and Schuster.
  • Duckworth, A., Grant, H., Loew, B., Oettingen, G., & Gollwitzer, P. (2011). Self-regulation strategies improve self-discipline in adolescents: benefits of mental contrasting and implementation intentions. Educational Psychology, 31(1), 17-26.
  • Duckworth, A., & Gross, J. (2014). Self-control and grit: Related but separable determinants of success. Current Directions in Psychological Science, 23, 319-325.
  • Duckworth, A. L., Peterson, C., Matthews, M., & Kelly, D. (2007). Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92, 1087-1101.
  • Duckworth, A., & Quinn, P. (2009). Development and validation of the Short Grit Scale (GRIT–S). Journal of Personality Assessment, 91, 166-174.
  • Faul, F., Erdfelder, E., Buchner, A., & Lang, A. (2009) Statistical power analyses using G*Power 3.1: Tests for correlation and regression analyses. Behavior Research Methods, 41,1149-1160.
  • González, L., Balaguer, I., & Castillo, I. (2019). Análisis del papel de la resiliencia y de las necesidades psicológicas básicas como antecedentes de las experiencias de diversión y aburrimiento en el deporte femenino [Analysis of the role of resilience and basic psychological needs as antecedents of experiences of fun and boredom in women's sport]. Revista de Psicodidáctica, 24(2), 131-137.
  • Haerens, L., Aelterman, N., Vansteenkiste, M., Soenens, B., & Van Petegem, S. (2015). Do perceived autonomy-supportive and controlling teaching relate to physical education students' motivational experiences through unique pathways? Distinguishing between the bright and dark side of motivation. Psychology of Sport and Exercise,16, 26-36.
  • Hochanadel, A., & Finamore, D. (2015). Fixed and growth mindset in education and how grit helps students persist in the face of adversity. Journal of International Education Research, 11, 47-50.
  • Huéscar, E., & Moreno-Murcia, J. A. (2017). Apoyo a la autonomía entre estudiantes, estrés percibido y miedo a la evaluación negativa: relaciones con la satisfacción con la vida. [Support for autonomy among students, perceived stress and fear of negative evaluation: relationships with life satisfaction]. Behavioral Psychology/Psicología Conductual, 25(3), 517-528.
  • Kline, R. (2011). Principles and practice of structural equation modeling (3rd ed.). New York, NY: Guilford.
  • Haerens, L., Aelterman, N., Vansteenkiste, M., Soenens, B., & Van Petegem, S. (2015). Do perceived autonomy-supportive and controlling teaching relate to physical education students’ motivational experiences through unique pathways? Distinguishing between the bright and dark side of motivation. Psychology of Sport and Exercise, 16, 26-36.
  • Hagger, M., & Chatzisarantis, N. (2016). Trans-contextual model of autonomous motivation in education: Conceptual and empirical issues and meta-analysis. Review of Educational Research, 86(2), 360-407.
  • Hein, V., Koka, A., & Hagger, M. (2015). Relationships between perceived teachers’ controlling behavior, psychological need thwarting, anger and bullying behavior in high-school students. Journal of Adolescence, 42, 103-114.
  • Hair, J., Black, W., Babin, B., & Anderson, R. (2014). Multivariate data analysis (7th ed.). New Jersey, NJ: Pearson Educational.
  • MacKinnon, D., Lockwood, C., & Williams, J. (2004). Confidence limits for the indirect effect: Distribution of the product and resampling methods. Multivariate Behavioral Research, 39, 99-128.
  • Marsh, H., Hau, K., & Wen, Z. (2004). In search of golden rules: Comment on hypothesis testing approaches to setting cutoff values for fit indexes and dangers in overgeneralizing Hu and Bentler’s (1999) findings. Structural Equation Modeling: A Multidisciplinary Journal, 11(3), 320-341.
  • Moreno-Murcia, J. A., Huéscar, E., & Ruíz, L. (2018). Perceptions of controlling teaching behaviors and the effects on the motivation and behavior of high school physical education students. International Journal of Environmental and Public Health, 15(10), 2228.
  • Moreno-Murcia, J. A., Pintado, R., Huéscar, E., & Marzo, J. C. (2018). Estilo interpersonal controlador y percepción de competencia en educación superior [Controlling interpersonal style and perception of competence in higher education]. European Journal of Education and Psychology, 11(1), 33-45.
  • Nevitt, J., & Hancock, G. (2001). Performance of bootstrapping approaches to model test statistics and parameter standard error estimation in structural equation modeling. Structural Equation Modeling, 8(3), 353-377.
  • Raykov, T. (1997). Estimation of composite reliability for congeneric measures. Applied Psychological Measurement, 21(2), 173-184.
  • Reed, L., & Jeremiah, J. (2017). Student grit as an important ingredient for academic and personal success. Developments in Business Simulation and Experiential Learning, 44,252-256.
  • Reeve, J. (2016). Autonomy-supportive teaching: What it is, how to do it. In J. Wang, W. Liu, & R. Ryan (Eds.), Motivation in educational research: Translating theory into classroom practice (pp. 129-152). New York, NY: Springer.
  • Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54-67.
  • Ryan, R., & Deci, E. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. New York, NY: Guilford.
  • Salles, A., Cohen, G., & Mueller, C. (2014). The relationship between grit and resident well-being. The American Journal of Surgery, 207(2), 251-254.
  • Singh, K., & Duggal, S. (2008). Positive and negative affect, and grit as predictors of happiness and life satisfaction. Journal of the Indian Academy of Applied Psychology, 34, 40-45.
  • Schmidt, F., Fleckenstein, J., Retelsdorf, J., Eskreis-Winkler, L., & Möller, J. (2017). Measuring Grit. A German validation and a domain-specific approach to Grit. European Journal of Psychological Assessment,35(3), 436-447.
  • Tilga, H., Kalajas-Tilga, H., Hein, V., Raudsepp, L. & Koka, A. (2020). How teachers’ controlling behaviour can ruin students’ intrinsic motivation in a physical education lesson: Test of a conditional process model. International Journal of Sport Psychology, 51,81-99.
  • Vainio, M., & Daukantaite, D. (2016). Grit and different aspects of wellbeing: Direct and indirect relationships via sense of coherence and authenticity. Journal of Happiness Studies, 17(5), 2119-2147.
  • Vallerand, R. (2007). Intrinsic and extrinsic motivation in sport and physical activity: A review and a look at the future. In G. Tenenbaum y E. Eklund (Eds.), Handbook of sport psychology (3rd ed., pp. 59-83). New York, NY: Wiley.
  • Vallerand, R., Blais, M., Brière, N., & Pelletier, L. (1989). Construction et validation de l’échelle de motivation en éducation (EME) [Construction and validation of the Motivation toward Education Scale]. Canadian Journal of Behavioural Science/Revue Canadienne Des Sciences Du Comportement, 21, 323-349.
  • Von Culin, K., Tsukayama, E., & Duckworth, A. (2014). Unpacking grit: Motivational correlates of perseverance and passion for long-term goals. The Journal of Positive Psychology, 9(4), 306-312.
  • Williams, J., & Mackinnon, D. (2008). Resampling and distribution of the product methods for testing indirect effects in complex models. Structural Equation Modeling: A Multidisciplinary Journal, 15(1), 23-51.
  • Zhao, Y., Niu, G., Hou, H., Zeng, G., Xu, L., Peng, K., & Yu, F. (2018). From growth mindset to grit in Chinese schools: The mediating roles of learning motivations. Frontiers in Psychology, 9, 2007.
  • Zougkou, K., Weinstein, N., & Paulmann, S. (2017). ERP correlates of motivating voices: Quality of motivation and time-course matters. SocialCognitive and Affective Neuroscience, 12, 1687-1700.