Análisis del proceso de regulación motivacional frente a desafíos en estudiantes universitarios Chilenos.
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Date
2026
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Publisher
Universidad de Concepción
Abstract
La educación superior chilena se desarrolla en un contexto de alta exigencia académica, caracterizado por demandas cognitivas crecientes, restricciones temporales y presiones institucionales asociadas al rendimiento, la permanencia y el uso eficiente de los recursos formativos. Asimismo, es concebida como un mecanismo central de movilidad social, sustentado en una significativa inversión económica y simbólica por parte de las familias. Una de las principales problemáticas es que, si bien la mayoría de los estudiantes logra cumplir con los requerimientos académicos, dicho cumplimiento suele implicar altos costos emocionales y cognitivos, lo que se traduce en desgaste, sobreduración académica y riesgo de deserción. Esta situación revela una brecha en la comprensión de cómo los estudiantes regulan su motivación frente a desafíos académicos y qué condiciones favorecen o dificultan trayectorias regulatorias sostenibles. El objetivo de esta investigación fue caracterizar el proceso de regulación motivacional frente a desafíos en estudiantes universitarios chilenos, describiendo cómo se activa, desarrolla y ajusta dicho proceso. El estudio se fundamenta en marcos teóricos de regulación motivacional, aprendizaje autorregulado y modelo de autorregulación de la motivación, integrados desde una perspectiva de Ingeniería Civil Industrial orientada a la gestión de personas y recursos. La investigación se desarrolló bajo un enfoque cualitativo de tipo fenomenológico, utilizando entrevistas semiestructuradas aplicadas a estudiantes de tercer, cuarto y quinto año de la Facultad de Ingeniería de la Universidad de Concepción. Por ende, se realizó un análisis temático, permitiendo identificar categorías, patrones y secuencias, así como la construcción de un mapa integrador. Los resultados evidencian que la regulación motivacional opera como un proceso dinámico y secuencial, que inicia con una regulación emocional reactiva y deriva en distintas trayectorias de adaptación progresiva, equilibrio emocional o colapso, lo que permite proponer un modelo conceptual que integra dimensiones disposicionales, cognitivas, emocionales, conductuales y contextuales. Las implicancias indican que la regulación motivacional no depende exclusivamente del estudiante, sino que es altamente sensible a las condiciones estructurales del entorno formativo. De esta manera, los resultados aportan insumos para el diseño de condiciones educativas que favorezcan trayectorias regulatorias adaptativas, contribuyendo a la sostenibilidad del desempeño y bienestar estudiantil, la eficiencia del sistema formativo y el retorno social de la inversión en educación superior.
Chilean higher education operates within a context of high academic rigor, characterized by increasing cognitive demands, time constraints, and institutional pressures regarding performance, retention, and the efficient use of educational resources. Furthermore, it is embedded in a sociocultural framework where higher education is perceived as a primary mechanism for social mobility, sustained by significant economic and symbolic investment from families. A critical issue is that while most students meet academic requirements, doing so often entails high emotional and cognitive costs, leading to burnout, academic over-extension, and the risk of attrition. This situation reveals a gap in the understanding of how students regulate their motivation when facing academic challenges and which conditions foster or hinder sustainable regulatory trajectories. The objective of this research was to characterize the process of motivational regulation in response to challenges among Chilean university students, describing how this process is activated, developed, and adjusted. The study is grounded in theoretical frameworks of motivational regulation and self-regulated learning, integrated through an Industrial Engineering perspective focused on the management of human resources and organizational efficiency. The research employed a qualitative phenomenological approach, using semi-structured interviews with third, fourth, and fifth-year students from the Faculty of Engineering at the Universidad de Concepción. A thematic analysis was conducted to identify categories, patterns, and sequences, leading to the construction of an integrative map. The results evidence that motivational regulation operates as a dynamic and sequential process, beginning with reactive emotional regulation and leading to distinct trajectories of progressive adaptation, emotional balance, or collapse. This study provides a conceptual model that integrates dispositional, cognitive, emotional, behavioral, and contextual dimensions. The implications suggest that motivational regulation does not depend exclusively on the student but is highly sensitive to the structural conditions of the educational environment. Consequently, these findings provide insights for designing educational conditions that favor adaptive regulatory trajectories, contributing to the sustainability of student performance and well-being, the efficiency of the training system, and the social return on investment in higher education.
Chilean higher education operates within a context of high academic rigor, characterized by increasing cognitive demands, time constraints, and institutional pressures regarding performance, retention, and the efficient use of educational resources. Furthermore, it is embedded in a sociocultural framework where higher education is perceived as a primary mechanism for social mobility, sustained by significant economic and symbolic investment from families. A critical issue is that while most students meet academic requirements, doing so often entails high emotional and cognitive costs, leading to burnout, academic over-extension, and the risk of attrition. This situation reveals a gap in the understanding of how students regulate their motivation when facing academic challenges and which conditions foster or hinder sustainable regulatory trajectories. The objective of this research was to characterize the process of motivational regulation in response to challenges among Chilean university students, describing how this process is activated, developed, and adjusted. The study is grounded in theoretical frameworks of motivational regulation and self-regulated learning, integrated through an Industrial Engineering perspective focused on the management of human resources and organizational efficiency. The research employed a qualitative phenomenological approach, using semi-structured interviews with third, fourth, and fifth-year students from the Faculty of Engineering at the Universidad de Concepción. A thematic analysis was conducted to identify categories, patterns, and sequences, leading to the construction of an integrative map. The results evidence that motivational regulation operates as a dynamic and sequential process, beginning with reactive emotional regulation and leading to distinct trajectories of progressive adaptation, emotional balance, or collapse. This study provides a conceptual model that integrates dispositional, cognitive, emotional, behavioral, and contextual dimensions. The implications suggest that motivational regulation does not depend exclusively on the student but is highly sensitive to the structural conditions of the educational environment. Consequently, these findings provide insights for designing educational conditions that favor adaptive regulatory trajectories, contributing to the sustainability of student performance and well-being, the efficiency of the training system, and the social return on investment in higher education.
Description
Tesis presentada para optar al título de Ingeniero/a Civil Industrial.
Keywords
Estudiantes universitarios, Motivación en la educación, Gestión del conocimiento