Estudio descriptivo de las relaciones entre Regulación Motivacional, Engagement Académico y Desempeño Académico en estudiantes de primer año de Ingeniería chilenos.
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Date
2025
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Publisher
Universidad de Concepción
Abstract
Actualmente, bajo el marco de la educación superior chilena, fenómenos como la sobreduración académica, la deserción temprana y las bajas tasas de titulación evidencian tanto dificultades individuales de los estudiantes como también fallas en los sistemas de apoyo, planificación curricular y gestión universitaria. Frente a esta situación, se vuelve esencial comprender los factores que tienen influencia en el Desempeño Académico durante el primer año de universidad. Es por ello, que variables como la Regulación Motivacional y el Engagement Académico se vuelven clave, ya que permiten comprender en qué medida los estudiantes son capaces de regular su conducta hacia las actividades académicas y cómo se involucran con su proceso educativo, permitiendo anticipar riesgos y diseñando intervenciones y herramientas más eficaces.
A partir de lo anterior, surge la presente Memoria de Título con el objetivo de analizar la relación entre el Nivel de Regulación Motivacional, el Engagement Académico y el Desempeño en estudiantes de primer año de ingeniería chilenos, así como evaluar la capacidad predictiva del Nivel de Regulación Motivacional y el Engagement sobre el Desempeño Académico. Bajo un análisis correlacional predictivo con un corte transversal en el tiempo, se encuestó a 357 estudiantes utilizando instrumentos validados para medir cada una de las variables en estudio. Los análisis realizados incluyeron regresiones lineales múltiples y modelos de mediación.
Los resultados revelaron que el Nivel de Regulación Motivacional se relaciona positivamente con el Engagement pero no así con el Desempeño. En cambio, el Engagement -especialmente en su dimensión conductual- se relaciona positiva y significativamente con el Desempeño, actuando además como mediador total en la relación entre el Nivel de Regulación Motivacional y el Desempeño Académico. Esto indica que la motivación por sí sola no basta, pues debe traducirse en acciones concretas para impactar positivamente en el desempeño. Finalmente, se concluye que el Desempeño debe abordarse como resultado de la interacción entre variables personales y contextuales. Comprender este fenómeno permite a las instituciones diseñar estrategias de apoyo más eficaces, orientadas no solo a contener los efectos de problemas como la deserción o sobreduración, sino también prevenir sus causas desde el inicio del proceso formativo.
Currently, within the framework of Chilean higher education, phenomena such as academic overextension, early dropout, and low graduation rates reflect not only individual student difficulties but also shortcomings in support systems, curricular planning, and institutional management. In light of this situation, it becomes essential to understand the factors that influence Academic Performance during the first year of university. In this context, variables such as Motivational Regulation and Academic Engagement become key, as they provide insight into the extent to which students can regulate their behavior toward academic tasks and how they engage with their educational process, thereby enabling early risk detection and the design of more effective interventions and tools. Based on this premise, the present thesis aims to analyze the relationship between the Level of Motivational Regulation, Academic Engagement, and Academic Performance among first-year engineering students in Chile, as well as to evaluate the predictive capacity of Motivational Regulation and Engagement on Academic Performance. Using a predictive correlational design with a cross-sectional time frame, 357 students were surveyed using validated instruments to measure each of the variables under study. The analyses included multiple linear regressions and mediation models. The results revealed that the Level of Motivational Regulation is positively related to Engagement but not directly to Performance. In contrast, Engagement—particularly its behavioral dimension—shows a positive and significant relationship with Performance, and also acts as a full mediator in the relationship between Motivational Regulation and Academic Performance. This suggests that motivation alone is not sufficient; it must be translated into concrete actions to positively impact performance. In conclusion, Academic Performance should be understood as the result of the interaction between personal and contextual variables. Understanding this phenomenon allows institutions to design more effective support strategies, aimed not only at mitigating the effects of issues such as dropout or overextension, but also at preventing their causes from the outset of the academic journey.
Currently, within the framework of Chilean higher education, phenomena such as academic overextension, early dropout, and low graduation rates reflect not only individual student difficulties but also shortcomings in support systems, curricular planning, and institutional management. In light of this situation, it becomes essential to understand the factors that influence Academic Performance during the first year of university. In this context, variables such as Motivational Regulation and Academic Engagement become key, as they provide insight into the extent to which students can regulate their behavior toward academic tasks and how they engage with their educational process, thereby enabling early risk detection and the design of more effective interventions and tools. Based on this premise, the present thesis aims to analyze the relationship between the Level of Motivational Regulation, Academic Engagement, and Academic Performance among first-year engineering students in Chile, as well as to evaluate the predictive capacity of Motivational Regulation and Engagement on Academic Performance. Using a predictive correlational design with a cross-sectional time frame, 357 students were surveyed using validated instruments to measure each of the variables under study. The analyses included multiple linear regressions and mediation models. The results revealed that the Level of Motivational Regulation is positively related to Engagement but not directly to Performance. In contrast, Engagement—particularly its behavioral dimension—shows a positive and significant relationship with Performance, and also acts as a full mediator in the relationship between Motivational Regulation and Academic Performance. This suggests that motivation alone is not sufficient; it must be translated into concrete actions to positively impact performance. In conclusion, Academic Performance should be understood as the result of the interaction between personal and contextual variables. Understanding this phenomenon allows institutions to design more effective support strategies, aimed not only at mitigating the effects of issues such as dropout or overextension, but also at preventing their causes from the outset of the academic journey.
Description
Tesis presentada para optar al título de Ingeniero/a Civil Industrial.
Keywords
Educación superior, Motivación en la educación, Rendimiento en la educación