Relaciones entre el valor subjetivo de la tarea, la regulación motivacional y el engagement en estudiantes universitarios.
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Date
2025
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Universidad de Concepción
Abstract
La presente memoria de título tiene como objetivo evaluar las relaciones entre el valor subjetivo de la tarea, la regulación motivacional y el engagement en estudiantes universitarios chilenos. Este estudio se enmarca en un contexto donde la permanencia y el compromiso académico adquieren mayor relevancia dado su impacto en los resultados educativos y la trayectoria formativa. Para ello se utilizó un diseño cuantitativo, no experimental y de tipo correlacional, aplicado a una muestra constituida por 653 estudiantes pertenecientes a distintas carreras de la Universidad de Concepción. Estos datos fueron recolectados a través de un cuestionario digital basado en instrumentos estandarizados para esta población, el cual medía las tres variables principales del estudio: valor de la tarea, engagement y regulación motivacional. Posteriormente para su análisis se emplearon herramientas estadísticas descriptivas, correlaciones de Pearson, regresión lineal múltiple y un modelo de mediación. Los resultados evidenciaron que el valor subjetivo de la tarea y sus dimensiones mantienen relaciones positivas con la regulación motivacional de los estudiantes siendo esta variable la más influenciada por el valor. Al observar variables como el género o el ciclo académico, no se manifestaron diferencias sustantivas. Asimismo, ninguna de las dimensiones del valor logró predecir de manera significativa el engagement conductual, ni de forma directa ni indirecta, y tampoco se encontró evidencia de que la regulación motivacional actuase como mediador entre estas variables. Estos hallazgos sugieren que el valor subjetivo de la tarea se vincula de forma predominante con procesos motivacionales internos, pero no necesariamente afecta conductas como la participación en clase. Finalmente, se discuten implicancias para el acompañamiento académico de los estudiantes, además de futuras líneas de investigación orientadas a comprender la evolución de estas variables a lo largo del tiempo.
This thesis aims to evaluate the relationships between subjective task value, motivational regulation, and engagement in Chilean university students. The study is framed within a context in which academic persistence and student commitment have gained increasing relevance due to their impact on educational outcomes and students’ formative trajectories. A quantitative, non-experimental, correlational design was used, applied to a sample of 653 students from various academic programs at the University of Concepción. Data were collected through a digital questionnaire based on Likert-type scales, which measured the three main variables of the study. For analysis there were employed descriptive statistical tools, Pearson correlations, multiple linear regression, and a mediation model were employed. The results showed that task value and its dimensions maintain positive relationships with students’ motivational regulation, with the latter being the variable with the most influence by task value. When examining variables such as gender and academic cycle, no substantive differences were observed. Likewise, none of the task value dimensions significantly predicted behavioral engagement, either directly or indirectly, and no evidence was found that motivational regulation acted as a mediator between these variables. Overall, these findings suggest that task value is predominantly associated with internal motivational processes but does not necessarily influence behaviors such as class participation. Finally, implications for academic support and future research directions aimed at understanding the evolution of these variables over time are discussed.
This thesis aims to evaluate the relationships between subjective task value, motivational regulation, and engagement in Chilean university students. The study is framed within a context in which academic persistence and student commitment have gained increasing relevance due to their impact on educational outcomes and students’ formative trajectories. A quantitative, non-experimental, correlational design was used, applied to a sample of 653 students from various academic programs at the University of Concepción. Data were collected through a digital questionnaire based on Likert-type scales, which measured the three main variables of the study. For analysis there were employed descriptive statistical tools, Pearson correlations, multiple linear regression, and a mediation model were employed. The results showed that task value and its dimensions maintain positive relationships with students’ motivational regulation, with the latter being the variable with the most influence by task value. When examining variables such as gender and academic cycle, no substantive differences were observed. Likewise, none of the task value dimensions significantly predicted behavioral engagement, either directly or indirectly, and no evidence was found that motivational regulation acted as a mediator between these variables. Overall, these findings suggest that task value is predominantly associated with internal motivational processes but does not necessarily influence behaviors such as class participation. Finally, implications for academic support and future research directions aimed at understanding the evolution of these variables over time are discussed.
Description
Tesis presentada para optar al título de Ingeniero/a Civil Industrial.
Keywords
Estudiantes universitarios, Motivación en la educación, Engagement