Publicación: ¿Estudio lo que quiero o lo que debo? Efectos de la motivación en la preferencia de estudio sobre la eficacia percibida, el engagement académico y la ideación de abandonar los estudios universitarios
Fecha
2025-01-07
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info:eu-repo/semantics/openAccess
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Universidad de Murcia
Resumen
El presente estudio analiza, mediante un modelo cross-lagged el impacto de las motivaciones (intrínsecas y extrínsecas) en la elección de una titulación universitaria. Se investiga cómo estas motivaciones afectan la eficacia percibida, el engagement académico, los resultados académicos y la tendencia al cambio o abandono de estudios. Una muestra de 198 estudiantes de universidades españolas respondió a una batería de cuestionarios antes y después del primer periodo de evaluación académica del curso. Los resultados muestran el claro impacto positivo de los motivos intrínsecos (frente a los extrínsecos) sobre la eficacia percibida y el engagement académico. Por otra parte, se observa que el engagement ejerce un papel mediador en la relación de la motivación y la eficacia percibida con la ideación de cambio y el abandono de estudios universitarios. Este último indicador es predicho tanto por un menor engagement como por peores resultados académicos. Los datos destacan la importancia de una adecuada orientación preuniversitaria hacia titulaciones para las que el estudiante experimente una mayor motivación intrínseca, por su impacto posterior en variables que previenen el abandono y el cambio de estudios. Estas acciones deberían complementarse con otras que incrementen los niveles de recursos personales y el bienestar del estudiantado, una vez iniciados los estudios.
The present study uses a cross-lagged model in order to analyse the impact of (intrinsic and extrinsic) motivations on the choice of a university degree. It examines how these motivations affect perceived efficacy, academic engagement, academic results and the tendency to change or drop out. A sample of 198 students from Spanish universities answered a battery of questionnaires before and after the first academic evaluation period of the course. The results show the significant and positive impact of intrinsic (as opposed to extrinsic) motivations on perceived efficacy and academic engagement. On the other hand, it is noted that engagement plays a mediational role in the relationship of motivation and perceived efficacy with the ideation of change and university dropout. The latter indicator is predicted by both lower engagement and poorer academic performance. The data highlight the relevance of an adequate pre-university orientation towards degrees for which the student experiences greater intrinsic motivation, due to its subsequent impact on variables that prevent dropout and change of studies. These actions should be complemented with others that increase the levels of personal resources and well-being of students once they have started their studies.
The present study uses a cross-lagged model in order to analyse the impact of (intrinsic and extrinsic) motivations on the choice of a university degree. It examines how these motivations affect perceived efficacy, academic engagement, academic results and the tendency to change or drop out. A sample of 198 students from Spanish universities answered a battery of questionnaires before and after the first academic evaluation period of the course. The results show the significant and positive impact of intrinsic (as opposed to extrinsic) motivations on perceived efficacy and academic engagement. On the other hand, it is noted that engagement plays a mediational role in the relationship of motivation and perceived efficacy with the ideation of change and university dropout. The latter indicator is predicted by both lower engagement and poorer academic performance. The data highlight the relevance of an adequate pre-university orientation towards degrees for which the student experiences greater intrinsic motivation, due to its subsequent impact on variables that prevent dropout and change of studies. These actions should be complemented with others that increase the levels of personal resources and well-being of students once they have started their studies.
Descripción
La versión registrada de este artículo, publicado por primera vez en Journal of Educational Research, (43), está disponible en línea en el sitio web del editor:
https://doi.org/10.6018/rie.594561
The copyrighted version of this article, first published in the Journal of Educational Research, (43), is available online on the publisher's website:
https://doi.org/10.6018/rie.594561
Categorías UNESCO
Palabras clave
engagement académico, abandono estudiantil, eficacia percibida, bienestar psicológico, motivación académica, academic motivation, academic engagement, psychological well-being, student dropout, self-perceived efficacy
Citación
Merhi, R., Sánchez-Elvira-Paniagua, Ángeles, Palací, F. J., & Salanova, M. (2025). Do I Study What I Want or What I Must? : The Effects of Motivation on Study Preference, Perceived Efficacy, Academic Engagement, and Dropout Ideation in University Studies. Journal of Educational Research, (43). https://doi.org/10.6018/rie.594561
Centro
Facultad de Psicología
Departamento
Psicología de la Personalidad, Evaluación y Tratamiento Psicológico