Relaciones entre estrategias de regulación motivacional, engagement y desempeño académico en estudiantes de primer año de la Facultad de Ingeniería de la Universidad de Concepción.
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Date
2025
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Universidad de Concepción
Abstract
La desmotivación es un problema habitual en los estudiantes universitarios, pues muchas veces deben enfrentarse a tareas complicadas y/o que no les causa interés, esto puede conllevar a la procrastinación y la bajos niveles de engagement del estudiante hacia sus estudios y tener repercusiones en su rendimiento, desempeño, intenciones de abandono, salud mental, tiempo, costos y esfuerzos. Estos problemas pueden observarse con mayor intensidad en ciertas etapas como el primer año universitario ya que el estudiante debe adaptarse a un nuevo contexto. Además consecuencias como el atraso de titulaciones son más frecuentes en ciertas áreas del saber, ya que la mayoría de las carreras con mayor duración en exceso (tienen más semestres de los oficiales) son de ingeniería. Todo esto afecta tanto a los estudiantes como a las instituciones, por lo que es relevante entender como los estudiantes se motivan a través de diferentes estrategias para determinar casos críticos de desmotivación y bajo engagement para mejorar las gestiones universitarias.
El estudio consideró el análisis de 5 Estrategias de Regulación Motivacional (MRSs) y una muestra de 343 estudiantes de primer año de la Facultad de Ingeniería de la Universidad de Concepción, contestaron una encuesta bajo un consentimiento informado acorde a las normativas de la institución que contemplaba el Motivational Regulation Strategies Scale, la University Student Engagement Inventory, un auto reporte de desempeño y parte del Cuestionario de Deseabilidad Social.
Se halló que la Mejora del valor de la tarea, Mejora del propósito y Control ambiental tienen una correlación significativa de magnitud media con el engagement, mientras que el Reforzamiento y Presión social fue débil, siendo todas excepto el Reforzamiento predictoras de la variable. Para el desempeño, la Mejora del propósito y Control ambiental se correlacionaron con magnitud fuerte y el resto de las variables con magnitud media, donde, la Presión social fue la única que no es predictora de la variable. Se encontraron 4 perfiles de estudiantes en base a su uso de las estrategias, de los cuales 3 de ellos mostraron diferencias significativas en sus niveles de engagement y desempeño.
Estos resultados dan paso a un acercamiento hacia la temática a nivel nacional con las adaptaciones correspondientes a la cultura chilena y permite dar orientaciones hacia las instituciones para poder actuar de forma preventiva y correctiva en casos críticos que requieran intervención para aplacar las consecuencias negativas de la desmotivación y bajo nivel de engagement tanto para los alumnos como para las mismas instituciones.
Lack of motivation is a common issue among university students, as they often face tasks that are complex and/or uninteresting. This can lead to procrastination and low levels of student engagement with their studies, which may have consequences for their academic performance, achievement, dropout intentions, mental health, time, financial costs and effort. These problems can be more pronounced during certain stages, such as the first year of university, when students must adapt to a new academic context. Furthermore, consequences such as delays in graduation are more frequent in certain fields of study, since most of the programs with extended durations (i.e., more semesters than officially planned) belong to engineering. All of this affects both students and institutions, making it essential to understand how students motivate themselves through different strategies to identify critical cases of demotivation and low engagement, and thus improve university management. This study analyzed five Motivational Regulation Strategies (MRSs) and included a sample of 343 first-year students from the Faculty of Engineering at the University of Concepción. The students completed a survey under informed consent in accordance with institutional regulations, which included the Motivational Regulation Strategies Scale, the University Student Engagement Inventory, a self-report on academic performance, and part of the Social Desirability Questionnaire. It was found that Task Value Enhancement, Purpose Enhancement, and Environmental Control were moderately and significantly correlated with engagement, while Reinforcement and Social Pressure showed weak correlations; all strategies except Reinforcement were predictors of the engagement variable. Regarding performance, Purpose Enhancement and Environmental Control showed strong correlations, while the rest of the variables showed moderate correlations. Social Pressure was the only strategy that was not a predictor of the variable. Four student profiles were identified based on their use of MRSs, three of which showed significant differences in their levels of engagement and performance. These results provide a step toward addressing this topic at the national level, with cultural adaptations suitable to the Chilean context, and offer guidance to institutions in taking preventive and corrective actions in critical cases that require intervention to mitigate the negative consequences of demotivation and low engagement for both, students and the university institutions.
Lack of motivation is a common issue among university students, as they often face tasks that are complex and/or uninteresting. This can lead to procrastination and low levels of student engagement with their studies, which may have consequences for their academic performance, achievement, dropout intentions, mental health, time, financial costs and effort. These problems can be more pronounced during certain stages, such as the first year of university, when students must adapt to a new academic context. Furthermore, consequences such as delays in graduation are more frequent in certain fields of study, since most of the programs with extended durations (i.e., more semesters than officially planned) belong to engineering. All of this affects both students and institutions, making it essential to understand how students motivate themselves through different strategies to identify critical cases of demotivation and low engagement, and thus improve university management. This study analyzed five Motivational Regulation Strategies (MRSs) and included a sample of 343 first-year students from the Faculty of Engineering at the University of Concepción. The students completed a survey under informed consent in accordance with institutional regulations, which included the Motivational Regulation Strategies Scale, the University Student Engagement Inventory, a self-report on academic performance, and part of the Social Desirability Questionnaire. It was found that Task Value Enhancement, Purpose Enhancement, and Environmental Control were moderately and significantly correlated with engagement, while Reinforcement and Social Pressure showed weak correlations; all strategies except Reinforcement were predictors of the engagement variable. Regarding performance, Purpose Enhancement and Environmental Control showed strong correlations, while the rest of the variables showed moderate correlations. Social Pressure was the only strategy that was not a predictor of the variable. Four student profiles were identified based on their use of MRSs, three of which showed significant differences in their levels of engagement and performance. These results provide a step toward addressing this topic at the national level, with cultural adaptations suitable to the Chilean context, and offer guidance to institutions in taking preventive and corrective actions in critical cases that require intervention to mitigate the negative consequences of demotivation and low engagement for both, students and the university institutions.
Description
Tesis presentada para optar al título de Ingeniero/a Civil Industrial.
Keywords
Motivación en la educación, Rendimiento en la educación, Estudiantes universitarios