Estan els futurs mestres acadèmicament motivats?
Resum
La motivació acadèmica és crucial en els futurs mestres, ja que seran els educadors de les noves generacions. L’objectiu d’aquest treball es va centrar a estudiar en aquest col·lectiu el grau de motivació acadèmica global, l’autoeficàcia, la motivació d’èxit i l’atribució causal d’assoliment, tot observant la influència de variables personals i acadèmiques. La mostra estava formada per 266 dones i 58 homes, estudiants del Grau d’Educació Primària i Infantil, amb una edat mitjana de 21,77 anys. Es va fer servir l’Escala de Motivació Escolar (Barrientos-Chuqui, 2011). Els resultats van indicar, globalment, una tendència mitjana-alta en la motivació acadèmica i en els tres constructes que la componen. Les noies van presentar més motivació d’èxit i els nois més autoeficàcia. L’atribució causal i l’autoeficàcia van ser més grans en estudiants del Grau de Primària. No hi va haver diferències segons l’elecció d’especialitat. Les millors puntuacions de motivació es van donar a l’últim curs i, a mesura que augmentava l’edat, les valoracions de motivació eren millors, a excepció de l’autoeficàcia. Se suggereix la necessitat de dissenyar intervencions que atenguin les diferències de gènere i que millorin algunes dimensions motivacionals en el Grau d’Educació Infantil i en els primers cursos.
Paraules clau
agenda motivació per als estudis, estudiants universitaris, ciències de l’educacióReferències
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Drets d'autor (c) 2025 Myriam Alvariñas-Villaverde, Sara Domínguez-Lloria, María Eulalia Agrelo-Costas, Margarita Pino-Juste
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