Modelo explicativo del compromiso académico a partir del contexto social y las necesidades psicológicas básicas de estudiantes universitarios.
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Date
2024
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Universidad de Concepción
Abstract
La presente investigación tuvo como objetivo evaluar un modelo, por medio de ecuaciones estructurales, basado en el Modelo de Desarrollo Motivacional del Yo, propuesto inicialmente por Connell & Wellborn (1991) y que se basa en la teoría de autodeterminación. El modelo busca explicar la relación que existe entre el compromiso académico, la satisfacción de las necesidades psicológicas básicas y el apoyo docente y el efecto mediador de las necesidades psicológicas en el efecto del apoyo académico sobre el compromiso académico. Se aplicaron las escalas Teacher as Social Context Questionnaire (TASCQ) (Cuestionario del Docente como Contexto Social), Basic Psychological Need Satisfaction and Need Frustration Scale (BPNSNF) (Escala de Satisfacción y Frustración de Necesidades Psicológicas) y Student Engagement Scale (SES) (Escala de Compromiso del estudiante) a una muestra de 1114 estudiantes universitarios provenientes de carreras de ingeniería y del área de las ciencias sociales y humanidades. El modelo definitivo obtuvo un resultado de ajuste parcial a los datos, con cumplimiento de solo algunos indicadores de ajuste (ꭓ2 (610)= 1963.443, p < .001, CFI =.899, TLI = .890, RMSEA=.045 (90% IC: .042-.047). Sin embargo, después de analizar los resultados de ajuste y basándose en las recomendaciones de varios autores, se puede concluir que no hay evidencia suficiente para descartar el modelo hipotetizado, y dado el resultado favorable del RMSEA (.045), habría fuerte evidencia para respaldar el modelo. Todas las relaciones hipotetizadas dieron significativas y se comprobó el efecto de mediación parcial de la satisfacción de las necesidades psicológicas básicas en el efecto del apoyo docente sobre el compromiso académico. Los resultados abren una discusión sobre el uso de indicadores para la evaluación de modelos, y además sugieren realizar mayor investigación sobre este modelo.
The purpose of this research was to evaluate a Self-system Model of Motivational Development (SSMMD) based model, which was originally proposed by Connell & Wellborn (1991) and is based on self-determination theory. The hypothesized model seeks to explain the relationship between student engagement, satisfaction of basic psychological needs and teaching support, and the mediating effect of psychological needs on the effect of academic support on student engagement, using structural equations analysis. The Teacher as Social Context Questionnaire (TASCQ), the Basic Psychological Need Satisfaction and Need Frustration Scale (BPNSNF) and the Student Engagement Scale (SES) were applied to a sample of 1114 university students from fields of engineering, social sciences and humanities. The final model fitted partially to the data, with compliance with only some of the fit indicators (ꭓ2 (610)= 1963.443, p < .001, CFI =.899, TLI = .890, RMSEA=.045 (90% IC: .042-.047)). However, after analyzing the fit results and based on the recommendations of several authors, it can be concluded that there is insufficient evidence to discard the hypothesized model and given the favorable result of the RMSEA (.045), there’s strong evidence to support it. All the hypothesized relationships were significant and the partial mediation effect of the satisfaction of basic psychological needs on the effect of teaching support on engagement was verified. These results open up an ongoing discussion regarding the use of indicators when assessing models and also suggests the need to carry out further research on this model.
The purpose of this research was to evaluate a Self-system Model of Motivational Development (SSMMD) based model, which was originally proposed by Connell & Wellborn (1991) and is based on self-determination theory. The hypothesized model seeks to explain the relationship between student engagement, satisfaction of basic psychological needs and teaching support, and the mediating effect of psychological needs on the effect of academic support on student engagement, using structural equations analysis. The Teacher as Social Context Questionnaire (TASCQ), the Basic Psychological Need Satisfaction and Need Frustration Scale (BPNSNF) and the Student Engagement Scale (SES) were applied to a sample of 1114 university students from fields of engineering, social sciences and humanities. The final model fitted partially to the data, with compliance with only some of the fit indicators (ꭓ2 (610)= 1963.443, p < .001, CFI =.899, TLI = .890, RMSEA=.045 (90% IC: .042-.047)). However, after analyzing the fit results and based on the recommendations of several authors, it can be concluded that there is insufficient evidence to discard the hypothesized model and given the favorable result of the RMSEA (.045), there’s strong evidence to support it. All the hypothesized relationships were significant and the partial mediation effect of the satisfaction of basic psychological needs on the effect of teaching support on engagement was verified. These results open up an ongoing discussion regarding the use of indicators when assessing models and also suggests the need to carry out further research on this model.
Description
Tesis presentada para optar al grado de Doctor en Psicología
Keywords
Educación superior, Cuerpo docente, Estudiantes Aspectos psicológicos