Evaluación del rol mediador de la Regulación Motivacional en la relación entre Autoeficacia e Engagement frente a tareas académicas desafiantes.
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Date
2025
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Universidad de Concepción
Abstract
En 2024 Chile destinó aproximadamente $1.955.693 millones de pesos chilenos, para cubrir la Gratuidad en educación superior (Dirección de Presupuestos de Chile, 2023). Este monto representó cerca del 54 % del presupuesto total de la Subsecretaría de Educación Superior del Ministerio de Educación. Pese a esta inversión, la persistencia de altas tasas de deserción, bajo rendimiento académico, prolongación en los tiempos de titulación que superan en promedio los 3 semestres la duración formal y los costos asociados para las instituciones y el Estado, evidencian la necesidad de profundizar en los factores motivacionales que favorecen la continuidad y el éxito académico.
El presente estudio analiza las relaciones existentes entre la Autoeficacia Percibida, la Regulación Motivacional (RM) y el Engagement académico frente a tareas académicas desafiantes en estudiantes universitarios de una universidad chilena. Estos tres constructos, ampliamente respaldados por teorías motivacionales y de autorregulación del aprendizaje, son fundamentales para comprender el bienestar y el desempeño académico de los estudiantes frente a tareas desafiantes.
Los resultados mostraron niveles medios a altos de Autoeficacia Percibida, Regulación Motivacional y Engagement, lo que sugiere un perfil motivacionalmente favorable en la muestra estudiada. Se identificaron además diferencias significativas según género y carrera.
El análisis de mediación reveló que la Autoeficacia Percibida influye positiva y significativamente sobre el Engagement académico, tanto de forma directa como a través de la Regulación Motivacional y la Autorregulación. La RM presentó ser un mediador clave, mientras que la Fuerza de Voluntad no presentó efectos directos significativos sobre el Engagement, aunque sí mostró una fuerte asociación con la Regulación Motivacional.
Estos hallazgos evidencian la importancia de la Autoeficacia y la RM como factores clave para enfrentar con éxito los desafíos académicos, resaltando la necesidad de desarrollar intervenciones educativas que potencien estas competencias. El fortalecimiento de estas habilidades podría favorecer una mayor retención académica, reduciendo así las tasas de deserción y promoviendo un uso más eficiente y sostenible de los recursos públicos destinados a la educación superior, como la gratuidad y las becas estudiantiles.
In 2024, Chile allocated approximately CLP $1,955,693 million to fund tuition-free access to higher education (Dirección de Presupuestos de Chile, 2023). This amount represented nearly 54% of the total budget of the Undersecretariat of Higher Education of the Ministry of Education. Despite this investment, the persistence of high dropout rates, low academic performance, average graduation times exceeding the formal duration by more than three semesters, and the associated costs for institutions and the State highlight the need to delve deeper into motivational factors that support academic continuity and success. This study analyzes the relationships between Perceived Self-Efficacy, Motivational Regulation (MR), and Academic Engagement in the context of challenging academic tasks among university students at the University of Concepción. These three constructs, strongly supported by motivational and self-regulated learning theories, are essential for understanding students' well-being and academic performance in the face of academic challenges. The results showed medium to high levels of Perceived Self-Efficacy, Motivational Regulation, and Engagement, suggesting a motivationally favorable profile within the sample. Significant differences were also identified based on gender and field of study. The mediation analysis revealed that Perceived Self-Efficacy positively and significantly influences Academic Engagement, both directly and indirectly through Motivational Regulation and Self-Regulation. MR emerged as a key mediator, while Willpower did not show significant direct effects on Engagement, although it demonstrated a strong association with Motivational Regulation. These findings highlight the importance of Self-Efficacy and MR as key factors in successfully addressing academic challenges, emphasizing the need to design educational interventions that strengthen these competencies. Enhancing these abilities could promote greater academic retention, thereby reducing dropout rates and encouraging a more efficient and sustainable use of public resources allocated to higher education, such as tuition-free funding and student scholarships.
In 2024, Chile allocated approximately CLP $1,955,693 million to fund tuition-free access to higher education (Dirección de Presupuestos de Chile, 2023). This amount represented nearly 54% of the total budget of the Undersecretariat of Higher Education of the Ministry of Education. Despite this investment, the persistence of high dropout rates, low academic performance, average graduation times exceeding the formal duration by more than three semesters, and the associated costs for institutions and the State highlight the need to delve deeper into motivational factors that support academic continuity and success. This study analyzes the relationships between Perceived Self-Efficacy, Motivational Regulation (MR), and Academic Engagement in the context of challenging academic tasks among university students at the University of Concepción. These three constructs, strongly supported by motivational and self-regulated learning theories, are essential for understanding students' well-being and academic performance in the face of academic challenges. The results showed medium to high levels of Perceived Self-Efficacy, Motivational Regulation, and Engagement, suggesting a motivationally favorable profile within the sample. Significant differences were also identified based on gender and field of study. The mediation analysis revealed that Perceived Self-Efficacy positively and significantly influences Academic Engagement, both directly and indirectly through Motivational Regulation and Self-Regulation. MR emerged as a key mediator, while Willpower did not show significant direct effects on Engagement, although it demonstrated a strong association with Motivational Regulation. These findings highlight the importance of Self-Efficacy and MR as key factors in successfully addressing academic challenges, emphasizing the need to design educational interventions that strengthen these competencies. Enhancing these abilities could promote greater academic retention, thereby reducing dropout rates and encouraging a more efficient and sustainable use of public resources allocated to higher education, such as tuition-free funding and student scholarships.
Description
Tesis presentada para optar al título de Ingeniero/a en Civil Industrial.
Keywords
Evaluación, Mediadores (Personas), Motivación en la educación, Autoeficacia, Engagement