Autoeficacia académica y motivación académica en estudiantes de una universidad privada de Lima metropolitana durante el contexto virtual
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Advisors
Rivas Rivas, Jorge EnriqueIssue Date
2024-11-05Keywords
Autoeficacia académicaMotivación académica
Estudiantes universitarios
Academic self-efficacy
Academic motivation
College students
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Academic self-efficacy and academic motivation in students of a private university in metropolitan Lima during the virtual contextAdditional Links
https://audio.com/raupc/audio/15381Abstract
La autoeficacia académica y la motivación académica son términos psicológicos que debido a las dificultades provocadas por la pandemia de COVID-19 transformaron las expectativas de los estudiantes sobre su futuro, se incrementaron los niveles de ineficiencia y el interés por lograr metas educativas disminuyó. El objetivo principal del estudio fue determinar la relación entre la autoeficacia y la motivación académicas en estudiantes de una universidad privada de Lima Metropolitana durante el contexto virtual. La muestra fue conformada por 250 universitarios, siendo 51.6 % mujeres (n=129) y 48.4 % varones (n=121), cuyas edades oscilan entre 18 a 29 años. La investigación empleó un diseño correlacional simple. Los instrumentos empleados fueron la Escala de Autoeficacia Percibida Específica de Situaciones Académicas (EAPESA) y la Escala de Motivación Educativa (EME). Los resultados mostraron que existe una relación significativa y positiva entre la autoeficacia y las tres dimensiones que conforman la motivación intrínseca: motivación intrínseca al conocimiento (p<0.001; rho=.521), motivación intrínseca al logro (p<0.001; rho=.515) y motivación intrínseca a las experiencias estimulantes (p<0.001; rho=.507). En conclusión, altos niveles de autoeficacia académica se asocian al desarrollo de motivación intrínseca en los universitariosAcademic self-efficacy and academic motivation are psychological terms that due to the difficulties of the context during the COVID-19 pandemic transformed students' expectations about their future, increased levels of inefficiency and decreased interest in achieving educational goals. The main objective of the study was to determine the relationship between academic self-efficacy and motivation in students of a university in Metropolitan Lima during the virtual context. The sample consisted of 250 university students, 51.6% female (n=129) and 48.4% male (n=121), whose ages ranged between 18 and 29 years. The research used a simple correlational design. The instruments used were the Academic Situations Specific Perceived Self-Efficacy Scale (EAPESA) and the Educational Motivation Scale (EME). The results strongly suggested that there is a significant and positive relationship between self-efficacy and the three dimensions that make up intrinsic motivation: intrinsic motivation to knowledge (p<0.001; rho=.521), intrinsic motivation to achievement (p<0.001; rho=.515) and intrinsic motivation to stimulating experiences (p<0.001; rho=.507). In conclusion, high levels of academic self-efficacy are associated with the development of intrinsic motivation in university students.
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